Connecting Entrance and Departure: The Transition to Ninth Grade and High School Dropout

Autor/inn/en	Neild, Ruth Curran; Stoner-Eby, Scott; Furstenberg, Frank
Titel	Connecting Entrance and Departure: The Transition to Ninth Grade and High School Dropout
Quelle	In: Education and Urban Society, 40 (2008) 5, S.543-569 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124508316438
Schlagwörter	Urban Schools; High Schools; Dropout Rate; Dropouts; Academic Achievement; Grade 9; Student Characteristics; High School Freshmen; Public Schools; Institutional Characteristics; Academic Failure; Longitudinal Studies; Pennsylvania + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; Oberschule; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Schulleistung; School year 09; 9. Schuljahr; Schuljahr 09; Public school; Öffentliche Schule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Recent reports have demonstrated that the United States has a dropout crisis of alarming proportions. In some large-city school systems, more than 50% of students leave high school without a diploma. A large proportion of these dropouts have not accumulated enough credits to be promoted beyond ninth grade. Using survey and student record data for a cohort of Philadelphia public school students, the authors find that ninth-grade academic outcomes are not simply proxies for student characteristics measured during the pre-high school years and that ninth-grade outcomes add substantially to the ability to predict dropout. An implication is that efforts to decrease the dropout rate would do well to focus on the critical high school transition year. (Contains 3 tables.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10