共查询到20条相似文献，搜索用时 234 毫秒
1.
Natalie Nóbrega Santos Vera Monteiro Carolina Carvalho 《European Journal of Education》2023,58(1):130-150
Grade retention and inequalities that derive from grade retention can influence student school trajectories and careers. Grade retention can discourage students from education, and increase school failure and dropout. This study explored the relationship between grade retention and student intentions to enrol in higher education. We also studied the role of school identification and behavioural engagement in this relationship. The analysis is based on a sample of 1,089 students (grades 6 to 10) from Portugal, one of the European countries with the highest rates of grade retention. We employed multilevel probit regression modelling with random intercept and fixed slopes to explore both the individual and school level effects of grade retention. The analyses showed that retained students had a lower probability of intent to enrol in higher education and that there was a contextual effect of the number of retained students in the school, on students' probability of intent to enrol in higher education. This association was partially explained at the individual level by students' school identification. Retained students presented lower levels of school identification, which in turn results in lower probabilities of enrolling in higher education. Student behavioural engagement was not associated with grade retention nor student intentions. Our findings suggest the need for interventions that foster students' school identification to overcome the adverse effects of grade retention. 相似文献
2.
We assess factors affecting primary and middle school dropout in rural Punjab and NorthWest Frontier Province over 6 years (1997–2004). These data are unique in a developing-country setting in longitudinally tracking changes in both school and household environments. While grade retention has improved, girls’ dropout rates remain fairly high. Results suggest the importance of both household and school factors. For girls, arrival in the family of an unwanted birth in the last 6 years and enrollment in a government (not private) primary school significantly increase the likelihood of dropout, whereas availability of post-primary schooling, having a mother who attended school, and living in a better-off household reduce the probability of dropout. For boys, school quality, measured by the percent of residential teachers in the primary school, and living in a more developed community significantly reduce the probability of dropping out; loss of household remittances significantly increases the likelihood of dropout. 相似文献
3.
Early school dropout: configurations and determinants 总被引：5，自引：0，他引：5
This longitudinal study examined behavioral, cognitive, and demographic factors associated with early school dropout. Follow-up assessments were completed on a sample of girls (n = 248) and boys (n = 227) who had first been seen when they were in the seventh grade. School status was determined for all living subjects; 99% of them were interviewed individually in the fifth annual test wave. Overall, 14% of the group had dropped out of school prior to completing grade 11. The clusters of males and females most vulnerable to early school dropout were characterized in grade 7 by high levels of aggressiveness and low levels of academic performance (82% early dropout in males; 47% early dropout in females). In seventh grade, subjects who subsequently dropped out tended to affiliate with persons who were also at risk for dropout. Socioeconomic status, race, and early parenthood were also associated with school dropout. The primary outcomes were supported by convergent variable-oriented and person-oriented analyses. Some developmental dynamics of the phenomena are discussed. 相似文献
4.
This study hypothesized that repeating a grade is one reason why Honduran primary students drop out of school but not the main reason. Using longitudinal data, we analyzed student enrollment patterns up until students left school. The results revealed that many students dropped out suddenly without having previously repeated a grade, although many dropouts had also repeated a grade at some point, and repeating a grade experience was not among the most frequently appearing dropout patterns in any of the completed grades. The findings indicated that low expectations of education and the need to enter the labor market were causes of immediate dropout. 相似文献
5.
Hongmei Yi Linxiu Zhang Renfu Luo Yaojiang Shi Di Mo Xinxin Chen Carl Brinton Scott Rozelle 《International Journal of Educational Development》2012
Despite requirements of and support for universal education up to grade 9, there are concerning reports that poor rural areas in China suffer from high and maybe even rising dropout rates. Although aggregated statistics from the Ministry of Education show almost universal compliance with the 9-year compulsory education law, there have been few independent, survey-based studies regarding dropout rates in China. Between 2009 and 2010 we surveyed over 7800 grade 7, 8, and 9 students from 46 randomly selected junior high schools in four counties in two provinces in North and Northwest China to measure the dropout rate. We also used the survey data to examine factors correlated with dropping out, such as the opportunity cost of going to school, household poverty, and poor academic performance. According to the study's findings, drop out rates between grade 7 and grade 8 reached 5.7% and dropout rates between grade 8 and grade 9 reached 9.0%. In sum, among the total number of students attending junior high school during the first month of the first term of grade 7, 14.2% had left school by the first month of grade 9. Dropout rates were even higher for students that were older, from poorer families (and families in which the parents were not healthy), or were performing more poorly academically. We conclude that although the government's policy of reducing tuition and fees for junior high students may be necessary, it is not sufficient to solve the dropout problem. 相似文献
6.
Nineteen percent of 1997–98 North Carolina 3rd graders were observed to drop out of high school. A series of logits predict probabilities of dropping out on determinants such as math and reading test scores, absenteeism, suspension, and retention, at the following grade levels: 3rd, 5th, 8th, and 9th. The same cohort and variables are used to estimate benefits to the 15,737 students admitted to a special program ostensibly for academically and intellectually gifted children. I estimate the probability of admission for schoolmates with similar ability in math and reading to be substantially higher for those from upper income households. Finally, I conclude that extending similar resources to an equal number of high-risk students, as determined by their 3rd grade predicted probabilities, would lead to a 25% reduction in the total cohort dropout rate, and that even dividing existing resources between the two groups could cut dropout rates by half that. 相似文献
7.
Jack W. Dunlap 《Journal of Experimental Education》2013,81(3):286-288
The classification accuracies of models for predicting later high school drop out from data available in grades 4 through 8 were examined. The objective was to construct an actuarial dropout screening model to serve as part of an overall dropout identification paradigm for the state of Florida. Subjects were 503 dropouts and 282 persisters from six geographically representative school districts in Florida. Separate superior prediction models were identified for each grade level and yielded cross-validated classification accuracies ranging from 73% to 88% for the dropout group and 73% to 86% for the persister group. All classification accuracies for each grade for both the dropout and persister groups and for the combination of the two were significantly greater than chance expectation and were considered of practical importance as well. 相似文献
8.
Meichen Lu Manlin Cui Yaojiang Shi Fang Chang Di Mo Scott Rozelle Natalie Johnson 《Asia Pacific Education Review》2016,17(2):235-252
One of the Millennium Development Goals is to ensure universal access to primary education by 2015. However, primary school dropout remains a challenge in many developing countries. While official statistics in China report aggregated primary school dropout of only 0.2 %, almost no independent, survey-based studies have sought to verify these dropout rates in rural areas. The primary objective of our study is to document the dropout rate in primary schools in rural China and compare the dropout rate of ethnic minorities and Han students. Using a first-hand dataset of 14,761 primary students in northwest China, we demonstrate that the annual dropout rate in poor rural areas is 2.5 %, suggesting a cumulative dropout of 8.2 %. Importantly, Hui and Salar minority students drop out at rates that are significantly higher than the official rates. Most noteworthy, 23 % of Hui girls and 22 % of Salar girls are dropping out by the end of grade 6. Our findings call for more attention to China’s primary school dropout issue—especially in minority areas. Policymakers should begin to examine new ways to increase the chances for minority students to succeed in the educational system. 相似文献
9.
Murat Balkis 《Asia Pacific Journal of Education》2018,38(2):257-270
The purpose of the current study is to examine the mediation role of academic achievement and absenteeism in the relationship between multidimensional amotivation and intention to school dropout among Turkish high school students. The results have shown that multidimensional amotivation has direct and indirect effects on intention to school dropout. In addition, it has been revealed that academic achievement and absenteeism mediate the association between multidimensional amotivation and intention to school dropout. Finally, the findings suggest that the relationship between amotivation and intention to school dropout varies by gender. These results have shed light on two mechanisms that clarify the relationships between amotivation and intention to school dropout. 相似文献
10.
《Journal of Education for Students Placed at Risk》2013,18(3):309-315
This study was designed to investigate changes in personal attributes of high-school dropout students between 8th grade and 12th grade. Students who participated in 3 waves of data collection in the "National Educational Longitudinal Study: 1988-1994" in the 8th, 10th, and 12th grades, but who dropped out before completing high school, were identified. Scales were developed on rational and empirical grounds that measured the following personal attributes: academic performance, relationships with teachers, relationships with peers, perceptions of school, participation in school activities, motivation for school work, effort expended in school work, self-esteem, and locus of control. Longitudinal comparisons in the personal attributes showed a gradually deteriorating process. Except in academic performance, the students scored at the national average in eighth grade. However, their academic performance, relationship with teachers, perception of school, motivation in school work, and participation in school activities were significantly below the national average in the 10th and 12th grades. The study showed a developmental pattern of the personal attributes of dropout students and identified that the transition to high school is a critical yet neglected time when interventions should be provided. 相似文献
11.
《Journal of Education for Students Placed at Risk》2013,18(4):421-425
Children in foster care represent one of the most vulnerable, academically at risk populations in the United States. Aside from lower standardized achievement test scores, higher grade retention numbers, and a greater dropout rate than non-foster youth, between 30% to 50% of children in foster care are placed in special education programs, generally related to either a learning disability or an emotional disturbance. This study investigated the effectiveness on school performance of an education liaison from the school system who worked with social workers to resolve educational barriers to learning and achieving. Advocacy by the education liaison led to positive results in terms of school performance of foster youth. Recommendations are made for better addressing the educational needs of children in foster care. 相似文献
12.
The effectiveness of the Check and Connect dropout prevention program was examined, over the course of 2 ½ years, with 54 middle school students from diverse backgrounds experiencing one or more conditions of risk for dropout. Participants were randomly assigned to receive the Check and Connect intervention or business as usual (i.e., control) in sixth grade. Students in the treatment group had significantly better eighth grade attendance than the control. There were no significant differences between the two groups in eighth grade cumulative grade point average or office disciplinary referrals. An in‐depth analysis of the quality and quantity of the intervention delivered to the students in the treatment group identified conditions that were associated with higher treatment integrity and better student outcomes. 相似文献
13.
This longitudinal study was designed to investigate the associations between changes in implicit theories of ability in biology and college students’ dropout from STEM majors. We modeled the one-year growth patterns of entity and incremental beliefs about ability in biology with 4 time points of self-reported data and two covariates—biology domain knowledge and inference making and gateway course grade, and predicted STEM dropout with the growth trajectories of implicit theories. Results indicated that students’ entity beliefs increased, while incremental beliefs decreased over time, which provides support for the changeability of implicit beliefs over a short period of time. The growth of incremental beliefs was directly associated with STEM dropout above and beyond biology course grade and biology domain knowledge and inference making. Low intercept and negative slope of incremental beliefs predicted leaving STEM majors; however, the decline of entity beliefs did not have significant effects on dropout. Interestingly, the effect of biology domain knowledge and inference making on STEM dropout was mediated by biology course grade and incremental beliefs. The findings imply the importance of monitoring changes in students’ implicit beliefs and gateway course achievement in order to better understand and promote STEM retention. 相似文献
14.
15.
This paper studies the causal effect of grade retention in primary school on juvenile crime in Chile. Implementing a fuzzy regression discontinuity design, we find that repeating an early grade in primary school decreases the probability of committing a crime as a juvenile by 14.5 percentage points. By estimating and simulating a dynamic model, we show that the RD result is mainly driven by two mechanisms related to the timing of grade retention. First, grade retention in early grades decreases the probability of grade retention in late primary school grades. Second, late grade retention in primary education has a positive and more relevant effect on crime than the direct effect in early grades. Our findings support the argument that, conditional on the decision to keep grade retention as an ongoing policy, the optimal implementation at the margin is to retain students in early grades in order to avoid retention in later ones. 相似文献
16.
A straightforward way to prevent students from leaving education without a higher secondary diploma is increasing the compulsory education age. The idea is that, by staying longer in school, more students eventually obtain a higher secondary diploma. This paper examines the impact of a one-year increase in compulsory school-age on dropping out of secondary education by a difference-in-differences analysis. For this, we exploit a recent compulsory education policy reform in the Netherlands. After controlling for confounding factors and observable covariates, we find that the one year increase in compulsory school-age reduces dropout by 2.5 percentage points. The effect, however, is entirely situated in the group non-liable to the policy reform. We observe that native Dutch vocational students, mostly without retention in grade, but also without a higher secondary diploma at hand, more often left school in the immediate period before the policy reform. Given the economic revival at that time, this may reflect anticipation of labor market opportunities. 相似文献
17.
Britton L. Schnurr Deborah K. Kundert Amanda B. Nickerson 《Psychology in the schools》2009,46(5):410-419
Research examining student outcomes (e.g., achievement, adjustment) after grade retention reveals that it does not result in long‐term improvements for students; however, grade retention continues to be used as an intervention. The purpose of this study was to examine retention decision‐making practices, as well as school psychologists' knowledge, beliefs, and opinions regarding retention. Actual and ideal roles of school psychologists in grade retention decisions were also examined. Participants included 250 school psychologists randomly selected from the membership of the National Association of School Psychologists. Results revealed that the decision to retain is a subjective one, typically made by a team. Responding school psychologists did not support retention and found the research moderately applicable to practice. However, most school psychologists indicated that they were not centrally involved in decision making. Findings also revealed a desire among school psychologists for increased involvement in developing and/or implementing programs aimed at improving performance and consulting on the effects of retention. © 2009 Wiley Periodicals, Inc. 相似文献
18.
Within the Sudanese context, education retention and completion are major challenges that have not been seriously and sufficiently addressed. In order to understand in more depth how and why children drop out of primary school in Sudan, six empirical studies were planned as part of an EU-funded national programme focused on primary education and retention in the five states with the lowest basic education completion rates: Blue Nile, Gedaref, Kassala, South Kordofan, and Red Sea. This article discusses the second study (looking at the factors affecting the education and retention of girls in Red Sea State) with the aim of providing a deeper and more comprehensive understanding and analysis of the challenges that girls, in particular, face in accessing schooling, staying in school, and completing the primary cycle (grades 1–8). Specifically, the article provides insights into the processes of dropout and indicators of risk factors that one can use to predict dropout for girls.
相似文献19.
Few studies with respect to grade retention and school-disruptive behavior have focused on adolescence. Moreover, previous retention research has ignored multilevel issues. This study aims to fill these research lacunae by addressing the role of grade retention in adolescent students' school misconduct. Furthermore, we explore the role of the percentage of retained students at school in individual-level school misconduct and in moderating the relationship between retention and misconduct. Multilevel analyses of data (2004–2005) from 11,872 students in 85 Flemish secondary schools suggest that, while students retained in primary education exhibited less school misconduct in adolescence, those retained in secondary schools were more likely to break rules. Furthermore, students attending schools with a higher percentage of retainees were found to be more deviant. However, schools' retention composition moderated the relationship between grade retention and school misconduct. Implications are discussed. 相似文献
20.
A recent review of the research by the U.S. Department of Education Institute of Education Sciences has resulted in the recommendation of six promising practices to ensure that all students are actively engaged in school and on a path to post-secondary success (Dynarski et al. in Dropout prevention: A practice guide (NCEE 2008?C4025)). The purpose of this study was to explore the experience and perspective of an Asian American high school dropout and the extent to which his story aligns with dominant thinking, including the six recommended dropout prevention practices and the model minority myth (MMM) of Achievement Orientation, a common belief that Asian Americans exhibit greater success than any other minority ethnic group. The adolescent dropout was interviewed on eight occasions. Findings revealed that the MMM may have contributed to the lack of intervention provided to this student and that the most worthwhile recommendations from his perspective include: assigning adult advocates to at-risk students, the use of a systematic data-tracking system to target and individualize interventions, and the ability of the school to provide academic support and a personalized learning environment. 相似文献