Dropping Out: The Educational Vulnerability of At-Risk Youth. CRS Report for Congress 88 417-EPW.

Autor/inn/en	Stedman, James B.; und weitere
Institution	Library of Congress, Washington, DC. Congressional Research Service.
Titel	Dropping Out: The Educational Vulnerability of At-Risk Youth. CRS Report for Congress 88 417-EPW.
Quelle	(1988), (109 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Black Students; Dropout Characteristics; Dropout Research; Dropouts; Educational Policy; Federal Government; Females; Grade 10; High Risk Students; High School Students; Hispanic American Students; Hispanic Americans; Longitudinal Studies; Minority Groups; Potential Dropouts; Racial Differences; Secondary Education; Sex Differences; Social Differences; Socioeconomic Background; White Students + Suchen Sie Ihr Suchwort? Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Politics of education; Bildungspolitik; Bundesregierung; Weibliches Geschlecht; Problemschüler; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ethnische Minderheit; Rassenunterschied; Sekundarbereich; Sex difference; Geschlechtsunterschied; Sozialer Unterschied; Sozioökonomische Lage
Abstract	This study investigates the role of background characteristics and in-school and out-of-school experiences on public high school dropout rates using data on the 1980 sophomore class from the High School and Beyond Survey. Major findings include the following: (1) dropping out of high school is a complex phenomenon, influenced by an interaction of socioeconomic background characteristics and in-school experiences; (2) some groups of students are more at-risk of dropping out than others, but dropping out appears to be widespread; (3) students in at-risk groups appear to be more vulnerable, both negatively and positively, to in-school experiences than other students; (4) being above the modal age of classmates, and being enrolled in the academic track have the most consistent impact on educational success; (5) early family formation has the most serious negative educational consequences. Implications for the development of federal policies are discussed. Statistical data are included on 18 tables and 13 graphs. The appendices include the following: (1) a description of the High School and Beyond Survey; (2) a discussion of the technical approach used in this report; (3) supplementary tables; (4) description of outcomes, at-risk factors, and high school experiences; and (5) definitions of occupation categories. (FMW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC