Using Conjunctive Methods to Explore Factors Associated with On-Time Grade Attainment among High Risk Youth

Autor/inn/en	Thomas, Johanna; Thomas, Shaun; Drawve, Grant; Rhodes, Judith
Titel	Using Conjunctive Methods to Explore Factors Associated with On-Time Grade Attainment among High Risk Youth
Quelle	In: Journal of Education for Students Placed at Risk, 24 (2019) 1, S.47-67 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thomas, Shaun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2018.1537793
Schlagwörter	At Risk Students; Elementary School Students; Truancy; Student Promotion; Educational Attainment; Influences; Profiles; Student Characteristics; Race; Student Motivation; Louisiana + Suchen Sie Ihr Suchwort? Schulabsentismus; Schulschwänzen; Schulverweigerung; Support of studies; Studienförderung; Bildungsabschluss; Bildungsgut; Influence; Einfluss; Einflussfaktor; Charakterisierung; Profilanalyse; Rasse; Abstammung; Schulische Motivation
Abstract	This study examines risk and protective factors associated with on-time grade attainment among a cohort of high risk elementary age youth 3 years post truancy intervention. Conjunctive Analysis of Case Configurations was used to identify dominant subpopulation profiles and assess distinctions in the likelihood of on-time grade completion among groups with unique combinations of characteristics. Comparisons of subpopulation profiles revealed substantial contextual variability in the influence of race, gender, service completion, psychosocial risk factors, and truancy. Findings indicate race is not influential across all grades but appears to be dependent on truancy level. Although psychosocial risk factors are not present for K-3rd profiles, they are critical among 4-5th graders, specifically lack of motivation. Findings from this study allow practitioners to better understand risk and protective factors influencing grade progression and aids in the development of individualized case management and intervention. Findings indicate better policies are needed to address early truancy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01