The Distribution of Dropout and Turnover Rates among Urban and Suburban High Schools

Rumberger, Russell W.; Thomas, Scott L.

doi:10.2307/2673198

Cited by 300 publications

(226 citation statements)

References 42 publications

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“…Regarding the effects of schools on dropout, both the socioeconomic composition and the relationships at school seem to predict the chances to dropout. In line with Rumberger and Thomas (2000), we conclude that high-SES schools have lower dropout rates compared to schools with an average SES-composition. We can draw similar conclusions regarding the effect of school climate on the chance to dropout: schools where the relationships between students and teachers are better, tend to have lower dropout rates.…”

Section: Discussionsupporting

confidence: 64%

“…Lee and Burkam (2003) focused on school academic and social organization and concluded that students were less likely to drop out in schools where relationships between teachers and students are more positive. Furthermore, Rumberger and Thomas (2000) concluded that high-SES schools had 40% lower dropout rates than average SES schools, whereas low-SES schools had 60% higher dropout rates than an average SES school.…”

Section: Introductionmentioning

confidence: 99%

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Dropout in secondary education: an application of a multilevel discrete-time hazard model accounting for school changes

et al. 2012

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For several decades, researchers have focused on dropout in search for an explanation and prevention of this phenomenon. However, past research is characterized by methodological shortcomings. Most of this research was conducted without considering the hierarchical structure of educational data and ignored the longitudinal path towards dropout. Moreover, research that did take into account these shortcomings, did not correct for student mobility between schools, despite the strong correlation with dropout (South et al. 2007). In this study, we attempt to address these shortcoming by implementing a multilevel discrete-time hazard model and exploring the effect of different school classifications on the school effects. Partially analogous to Grady and Beretvas (2010) we compare models with estimated school effects based on the first and on the last school attended and compare these models with multiple membership models and cross-classified models. The results of this comparison indicate that ignoring student mobility can have strong implications on the predictors of dropout. Not only do models which take into account this mobility yield better model fits, models ignoring this mobility tend to miss the effect of school level variables. With respect to the conclusions on dropout research, our models provide evidence for the often cited student characteristics predicting dropout and indicate stronger school effects than generally assumed.

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Section: Discussionsupporting

confidence: 64%

Section: Introductionmentioning

confidence: 99%

Dropout in secondary education: an application of a multilevel discrete-time hazard model accounting for school changes

et al. 2012

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“…Because the outcome variable in this study was dichotomous, the variance of the outcome variable was heteroscedastic at the student level; therefore, the ICC was not an informative means of justifying the use of HGLM. Instead, we followed the recommendations of Raudenbush and Bryk (2002) and the example of several scholars (e.g., Hurtado et al 2008;Rumberger and Thomas 2000;Titus 2004) by examining box plots of estimates of Empirical Bayes (EB) residuals to determine whether the transfer rates varied across institutions. These plots suggested variation across institutions in students' average likelihood of transferring; thus, we proceeded with the use of HGLM statistical analyses.…”

Section: Analysesmentioning

confidence: 99%

Effects of Exposure to Part-time Faculty on Community College Transfer

2008

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Over the past several decades, one of the most significant changes in the delivery of postsecondary education involves the dramatic increase in the use of contingent or part-time faculty. Although the increased use of part-time faculty within higher education makes sense from an administrative point of view, its use does not come without criticism. With community colleges representing a more convenient, affordable, and flexible educational option for a number of students, particularly those from disadvantaged backgrounds, examining how exposure to part-time faculty relates to students' academic goals represents an important area of inquiry. This study draws from social and human capital frameworks and uses hierarchical generalized linear modeling (HGLM) to examine how exposure to part-time faculty relates to community college students' likelihood of transferring to a four-year college or university. Findings suggest that students tend to be significantly less likely to transfer as their exposure to part-time faculty increases.

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“…The abundant literature about this topic has paid particular attention to the differential performance of students in Catholic and other private schools, as contrasted with those in lay public schools (10,(13)(14)(15). Educational researchers have identified school composition as one of the key areas responsible for schools' differences in overall academic success and rates of dropout (16). School compositional effects constitute the aggregate influence of school peers on a student's school experience, above and beyond the effects of the individual student's own particular peers (17)(18)(19).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

The schooling of children of immigrants: Contextual effects on the educational attainment of the second generation

Portes

Hao

2004

Proc. Natl. Acad. Sci. U.S.A.

181

132

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We supplement earlier published findings on the academic achievement of the immigrant second generation with an analysis of school contextual effects based on the same large data set used by the best-known prior analyses, the Children of Immigrants Longitudinal Study. A hierarchical model of contextual and individual-level effects on academic achievement and school attrition reveals patterns that reproduce those found in national student surveys but also others that are unique to the second generation. Among the latter are the resilient negative effect of length of U.S. residence on achievement across school contexts and the fact that strong effects of national origin on grades are attenuated in schools with high proportions of coethnics. Mexican-origin students display significant disadvantages in achievement and retention that are generally compounded, not alleviated, by the schools that they attend. A theoretical explanation of this pattern is advanced, and its practical implications are discussed.T he rapid growth of immigration during the past three decades has transformed the demographic structure of the United States and the nature of its interethnic relations. During the past intercensal period, immigration accounted for Ͼ70% of the growth of the American population; the foreign-born population reached 30 million, approaching the historic record of 15% of the total population attained in the 1920s. By 1997, a remarkable 62% of the population of Los Angeles was of immigrant stock (first or second generation) as were 54% of New York's, 43% of San Diego's, and 72% of Miami's population (1, 2).Although the initial attention of scholars and policy makers focused on the immigrants themselves, it has become clear over time that the long-term consequences of today's immigrant wave are more closely linked with the second generation and its chances for successful adaptation. Immigrant children and U.S.-born children of immigrants are the fastest growing segment of the nation's population under 18 years of age. By 2000, they approached 15 million or 1 in 5 of all young Americans (3, 4).Unlike first-generation immigrants whose concerns and aspirations are commonly centered in their country of origin and who frequently return there, the second generation is composed of U.S. citizens and most of its members are here to stay (5, 6). Most of this population is still young and the majority are still in school (4, 7). Hence, the principal outcomes of the adaptation process at this stage are educational: academic attainment and the likelihood of graduating vs. dropping out of high school. In this article, we examine the effects of the class and ethnic composition of the schools that second-generation youths attend in early adolescence on these key outcomes.Using data from the Children of Immigrants Longitudinal Study (CILS), the most extensive data source on the immigrant second generation to date, Portes and Rumbaut (8) analyzed the educational adaptation process of this population. Results were published in a series of a...

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The Distribution of Dropout and Turnover Rates among Urban and Suburban High Schools

Cited by 300 publications

References 42 publications

Dropout in secondary education: an application of a multilevel discrete-time hazard model accounting for school changes

Dropout in secondary education: an application of a multilevel discrete-time hazard model accounting for school changes

Effects of Exposure to Part-time Faculty on Community College Transfer

The schooling of children of immigrants: Contextual effects on the educational attainment of the second generation

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