Dropping out of School as a Process: Implications for Assessing the Effects of Competency Tests Required for Graduation. Effects of Testing Reforms and Standards. Working Draft.

Autor/in	Catterall, James S.
Institution	California Univ., Los Angeles. Center for the Study of Evaluation.
Titel	Dropping out of School as a Process: Implications for Assessing the Effects of Competency Tests Required for Graduation. Effects of Testing Reforms and Standards. Working Draft.
Quelle	(1986), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Failure; Dropout Research; Dropouts; Graduation Requirements; High School Students; High Schools; Low Achievement; Minimum Competency Testing; Minority Groups; Models; Student Motivation; Test Bias + Suchen Sie Ihr Suchwort? Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Abschlussordnung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Unterdurchschnittliche Leistung; Ethnische Minderheit; Analogiemodell; Schulische Motivation; Testkritik
Abstract	A model depicting dropping out of high school as a process is presented. Against a longitudinal mapping of student experiences, questions about standards or exit tests are addressed. Existing research on dropouts provided the empirical basis for the model. The central features of the model are the academic and social systems of the school. Individual student characteristics also enter the model and reinforce its longitudinal character. Existing research provides data on student characteristics common to dropouts, in-school performance and behaviors prior to leaving, attitudes about school and leave, and a limited range of out-of-school activities. These findings are integrated into the model. Based on the application of the model, it appears that: (1) dropping out is the result of a lengthy process; (2) minimum competency graduation tests may play a pivotal role; (3) some such tests are notorious for failing a disproportionate number of minority students; (4) the attitude of school staff toward low achieving students is also crucial; and (5) research statistics on minimum competency tests is spotty. One flowchart and two tables are appended. (TJH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01