Grades and Graduation: A Longitudinal Risk Perspective to Identify Student Dropouts

Autor/in	Bowers, Alex J.
Titel	Grades and Graduation: A Longitudinal Risk Perspective to Identify Student Dropouts
Quelle	In: Journal of Educational Research, 103 (2010) 3, S.191-207 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
Schlagwörter	Grade Point Average; Dropouts; Graduation; At Risk Students; Grade 8; Grade 7; Grade 1; Academic Persistence; Longitudinal Studies; Elementary Secondary Education; Predictor Variables; Dropout Characteristics; Data Collection; Statistical Analysis; United States + Suchen Sie Ihr Suchwort? Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Abschluss; Graduierung; School year 08; 8. Schuljahr; Schuljahr 08; School year 07; 7. Schuljahr; Schuljahr 07; School year 01; 1. Schuljahr; Schuljahr 01; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prädiktor; Data capture; Datensammlung; Statistische Analyse; USA
Abstract	Studies of student risk of school dropout have shown that present predictors of at-risk status do not accurately identify a large percentage of students who eventually drop out. Through the analysis of the entire Grade 1-12 longitudinal cohort-based grading histories of the class of 2006 for two school districts in the United States, the author extends past longitudinal conceptions of dropout to a longitudinal risk perspective, using survival analysis, life tables, and discrete-time hazard modeling to appropriately account for student graduation, transfer, or dropout. The risk of dropout began in Grade 7, with the most hazardous years at Grades 8 and 11. A novel calculation of teacher-assigned grades, noncumulative GPA, is identified as a strong predictor of student dropout. (Contains 4 tables, 2 figures and 6 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10