Beyond School Records: The Value of Cognitive and Affective Engagement in Predicting Dropout and On-Time Graduation

Autor/inn/en	Lovelace, Matthew D.; Reschly, Amy L.; Appleton, James J.
Titel	Beyond School Records: The Value of Cognitive and Affective Engagement in Predicting Dropout and On-Time Graduation
Quelle	In: Professional School Counseling, 21 (2018) 1, S.70-84 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-2409
DOI	10.5330/1096-2409-21.1.70
Schlagwörter	Prediction; Dropouts; Learner Engagement; High School Students; Graduation; School Counselors; Attendance; Student Records; Student Surveys; Student Attitudes; Grade 9; Longitudinal Studies; Identification; School Districts; Statistical Analysis + Suchen Sie Ihr Suchwort? Vorhersage; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Abschluss; Graduierung; School counselor; Beratungslehrer; Pädagogischer Berater; Anwesenheit; Schülerakte; Schülerbefragung; Schülerverhalten; School year 09; 9. Schuljahr; Schuljahr 09; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Identifikation; Identifizierung; School district; Schulbezirk; Statistische Analyse
Abstract	Early warning systems use school record data--such as attendance rate, behavior records, and course performance--to identify students at risk of dropping out. These are useful predictors of graduation-related outcomes, in large part because they indicate a student's level of engagement with school. However, these data do not indicate how invested students are in education--information that could help school counselors and other staff understand and intervene when students are falling off the path to graduation. To examine whether student engagement surveys have additional predictive value beyond data readily available in school databases, we followed a cohort of students, who completed a survey of cognitive/affective engagement as ninth graders, to one year beyond their expected high school graduation. Some engagement factors measured by the survey met rigorous tests of predictive value in terms of identifying which students were falling off the graduation path, even when controlling for other powerful predictors of the outcome. (As Provided).
Anmerkungen	American School Counselor Association. 1101 King Street Suite 625, Alexandria, VA 22314. Tel: 703-683-2722; Fax: 703-683-1619; e-mail: asca@schoolcounselor.org; Web site: http://www.schoolcounselor.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01