Staying Back and Dropping Out: The Relationship between Grade Retention and School Dropout

Autor/inn/en	Stearns, Elizabeth; Moller, Stephanie; Blau, Judith; Potochnick, Stephanie
Titel	Staying Back and Dropping Out: The Relationship between Grade Retention and School Dropout
Quelle	In: Sociology of Education, 80 (2007) 3, S.210-240 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/003804070708000302
Schlagwörter	Grade Repetition; Dropouts; Probability; Social Capital; At Risk Students; Models; Regression (Statistics); Academic Achievement; Ethnicity; Student Promotion + Suchen Sie Ihr Suchwort? Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Sozialkapital; Analogiemodell; Regression; Regressionsanalyse; Schulleistung; Ethnizität; Support of studies; Studienförderung
Abstract	Students who repeat a grade prior to high school have a higher risk of dropping out of high school than do students who are continuously promoted. This study tested whether standard theories of dropout--including the participation-identification model and the social capital model--explain this link. Although the presence of variables, including academic achievement and disciplinary problems, reduces the higher probability of retained students dropping out, existing models of dropping out do not adequately explain the markedly higher probability of dropping out for retained students. Regression decomposition reveals differences between promoted and retained students in the importance of resources and illustrates that various resources hold different levels of importance for white, black, and Latino students. (Contains 7 tables and 15 notes.) (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