A Process Model of Dropping Out of School: Implications for Research and Policy in an Era of Raised Academic Standards.

Autor/in	Catterall, James S.
Institution	California Univ., Los Angeles. Center for the Study of Evaluation.
Titel	A Process Model of Dropping Out of School: Implications for Research and Policy in an Era of Raised Academic Standards.
Quelle	(1986), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Standards; Dropout Research; Dropouts; Models; National Surveys; Potential Dropouts; School Holding Power; Secondary Education; Secondary School Students; Student Attrition; Student Characteristics + Suchen Sie Ihr Suchwort? Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Analogiemodell; Sekundarbereich; Sekundarschüler; Schülerbeurlaubung
Abstract	This paper draws on path-like models of student attrition developed by researchers concerned with American higher education to suggest a process model of dropping out of school which is applicable to secondary schools. It notes that existing research on school dropouts has been conducted largely without the guidance of such a model. Central features of the model, the academic and social systems of the school, are discussed and the influence of individual student characteristics and of activities in the larger social system are considered. Accumulated evidence on school dropouts is discussed in light of the suggested model. Ways in which this evidence tends to support the structure and central constructs of the model are explained. Four national longitudinal surveys are identified (Project Talent, Youth in Transition Survey, Survey of Youth and Labor Market Experience, and High School and Beyond Survey) and the major studies describing the surveys and using them to study dropouts are cited along with their findings. Findings are reported in the areas of pupil background factors, in-school performance and activities, and out-of-school interactions. Some implications of the model for future research into dropping out, the effects of legislated academic standards for the high school diploma, and dropout prevention efforts are explored. Four pages of references as well as figures and tables are included. (Author/NB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01