| Session Title: Understanding the Dynamics of Dropout Using the National Longitudinal Survey of Youth (NLSY97) |
| Multipaper Session 843 to be held in San Simeon B on Saturday, Nov 5, 8:00 AM to 9:30 AM |
| Sponsored by the Pre-K - 12 Educational Evaluation TIG |
| Chair(s): |
| Allan Porowski, ICF International, aporowski@icfi.com |
| Abstract: In this session, presenters will share findings from three critical areas that cover the lifecycle of a student's decision to drop out of school. First, we plan to share how mathematics achievement (i.e., the most-failed subject in high school) is related to dropping out of school. Next, once a student has dropped out of school, we profile students in the NLSY who returned to school in order to determine what factors make dropout recovery more likely. Given that most dropouts return to some type of schooling, this often-overlooked dynamic in dropout prevention efforts is particularly valuable. Finally, we determine what other life choices may be affected by dropping out of school. The authors intend for these presentations to provide the audience with a deeper understanding of the dropout prevention field, and ultimately hope to encourage more multidisciplinary thinking in this area of study. |
| Doing the Math: Can Improving Student Math Achievement Reduce Student Dropout? |
| Stacey Merola, ICF International, smerola@icfi.com |
| Academic performance is one of the most often cited behavioral variables linked to dropping out (Astone & McLanahan, 1991; Jordan et al., 1996; Kaplan et al., 1997; Morris, Ehren, & Lenz, 1991; Roderick, 1994; Rumberger, 1995) with poor academic performance in the early school years associated negatively to high-school dropouts (Ensminger & Slusarcick, 1992; Simner & Barnes, 1991). Math student performance in particular is an important correlate of dropout. Math is the course that students most often fail (Steen, 2007). Similarly, Lee and Burkam (2003) found that grade point average (GPA) in mathematics had significant effects on dropping out. In this presentation, we explore the links between middle and high school math achievement, math course completion, and dropping out, using data from the NLSY97. The implications for dropout prevention interventions and later student outcomes will also be discussed. |
| Dropout Recovery: Understanding the Dynamics of Returning to School After Dropping Out |
| Allan Porowski, ICF International, aporowski@icfi.com |
| Katerina Passa, ICF International, apassa@icfi.com |
| Kazuaki Uekawa, ICF International, kuekawa@icfi.com |
| Dropout recovery is the process of bringing dropouts back into the school system. Although the risk factors and dynamics of dropping out are well-known, the dynamics of returning to school are not. Given that more than half of dropouts eventually receive at least a high school equivalency certificate (GED), it is important to understand what factors predict a return to school. This presentation focuses on developing understanding of the relationships between students' experiences in school, their decisions to leave school in middle or high school grades, and their ultimate return to school. Using the 1997 National Longitudinal Survey of Youth (NLSY97) data, we have identified a number of factors that may predict dropout recovery. Results will be presented for a number of subgroups and types of dropouts. |
| Associated Consequences of Dropping Out of School: Investigating Behaviors and Cognitive Processes of Dropouts |
| Allan Porowski, ICF International, aporowski@icfi.com |
| Kazuaki Uekawa, ICF International, kuekawa@icfi.com |
| Students who drop out of school base their decision on a number of factors, including financial, academic, social, safety, and vocational considerations. Oftentimes, a decision to drop out is not in the best interest of a student. Using data from the National Longitudinal Survey of Youth (NLSY97), the study authors present findings on associated consequences of dropping out of school. School dropouts from the NLSY will be profiled, and major decision points in dropouts' lives will be investigated to determine whether they have a propensity for unhealthy decision making. Factors investigated include substance abuse, physical health, lifestyle, and vocational choices. |
| Social Support and Student Dropout |
| Kazuaki Uekawa, ICF International, kuekawa@icfi.com |
| Stacey Merola, ICF International, smerola@icfi.com |
| Allan Porowski, ICF International, aporowski@icfi.com |
| Katerina Passa, ICF International, apassa@icfi.com |
| The sociology of education literature has identified the importance of social support for the prevention of student dropout. NLSY97 data provides an opportunity to examine how family support factors, parenting style factors, peer factors, and student perception of school factors are related to dropping out. The study team proposes three research questions. First, how is the level of social support students receive from parents, schools, and peers, related to the likelihood of student dropout? Second, based on the theory of intergenerational closure, proposed by James Coleman, are students whose parents are supportive of one another (mother and father) less likely to dropout? Finally, is there an advantage for students who have multiple sources of social support coming from family, school, and peers? The presentation will also discuss the implications of these findings for interventions targeting school climate. |