Who Drops Out of High School and Why? Findings from a National Study

Abstract

Using the most comprehensive data set on school dropouts that we have to date, the High School and Beyond study, Ruth Ekstrom, Margaret Goertz, Judith Pollack, and Donald Rock provide an analysis of the salient characteristics of the dropout population.

Predictors of educational attainment in the Chicago Longitudinal Study.

“…Researchers have explored the process of educational attainment for over three decades. Early research focused on individual characteristics of dropouts such as race and socioeconomic status (Cairns, Cairns, & Neckerman, 1989;Ekstrom, Goertz, Pollack, & Rock, 1986;Frank, 1990;Rosenthal, 1998;Rumberger, 1983Rumberger, , 1987. More recently, researchers have given greater attention to macrosystem factors, such as school organization and neighborhood characteristics (Ensminger, Lamkin, & Jacobson, 1996;Lee & Burkam, 2003;Riehl, 1999;Rumberger & Thomas, 2000).…”

The relationship of hope in the future and perceived school climate to school completion.

“…A number of studies have identified characteristics that distinguish dropouts from graduates (Cage et al, 1984; Ekstrom, Goertz, Pollack, & Rock, 1986; Fine, 1986; Kagan, 1990; Lambert, 1965; Lloyd, 1978; Peck, Law, & Mills, 1987; Rumberger, 1983; Self, 1985; Stern, Catterall, Alhadeff, & Ash, 1985; Wehlage, 1989; Wehlage & Rutter, 1986; Weinstein et al, 1991). Although most of these studies were not conducted from an explicit risk-resiliency viewpoint, they can be interpreted using that model.…”

“…With regard to academic risk factors, Ekstrom et al (1986), using the High School and Beyond database, found that dropouts scored mostly Cs in their sophomore year. Barrington and Hendricks (1989) found that dropouts received more failing grades than graduates beginning in Grade 7.…”

“…Barrington and Hendricks (1989) found that dropouts received more failing grades than graduates beginning in Grade 7. In the behavioral arena, dropouts have been found to exhibit higher incidences of truancy, disruptive behaviors in the classroom, disciplinary problems in school, noncriminal problem behaviors outside of school, and delinquent behaviors (Ekstrom et al., 1986; Mensch & Kandel, 1988). Familial-demographic risk factors for dropping out include poverty, low educational achievement of parents, and low parental participation in dropouts’ general and educational experiences (Barrington & Hendricks, 1989; Hanson & Ginsburg, 1988; Rumberger, 1983).…”

“…Familial-demographic risk factors for dropping out include poverty, low educational achievement of parents, and low parental participation in dropouts’ general and educational experiences (Barrington & Hendricks, 1989; Hanson & Ginsburg, 1988; Rumberger, 1983). Dropouts also report being alienated from the social environment in school and at home (Ekstrom et al, 1986; Lambert, 1965), and are dissatisfied with teacher interest and school discipline (Wehlage & Rutter, 1986). Although dropouts report spending less time involved in extracurricular activities, they do spend more time out of school with other at-risk peers.…”