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Autor/inn/enGoldschmidt, Pete; Wang, Jia
TitelWhen can schools affect dropout behaviour?
A longitudinal multilevel analysis.
QuelleIn: American educational research journal, 36 (1999) 4, S. 715-738Infoseite zur Zeitschrift
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BeigabenLiteraturangaben 38; Tabellen 16
Spracheenglisch; englische Zusammenfassung
Dokumenttyponline; gedruckt; Zeitschriftenaufsatz
ISSN0002-8312; 1935-1011
DOI10.3102/00028312036004715
SchlagwörterEmpirische Untersuchung; Längsschnittuntersuchung; Schule; Schulversagen; Forschungsstand; Abbruch; USA
AbstractThe National Educational Longitudinal Study (NELS) database was used to examine student and school factors associated with students dropping out in different grades. Specifically, a hierarchical logistic model was used to address three issues. First, are early (middle school) and late (high school) dropouts equally affected by traditionally defined risk factors? Second, do school-level factors ... account for between-school differences in school dropout rates, and can these school factors mediate individual student risk factors? Third, what impact does early predicted risk have on the likelihood of dropping out late? Results showed that tbe mix of student risk factors changes between early and late dropouts, while family characteristics are more important for late dropouts. Consistent with previous research, the results also indicated that being held back is the single strongest predictor of dropping out and that its effect is consistent for both early and late dropouts. School factors can account for approximately two thirds of the differences in mean school dropout rates, but they do a poor job of mediating specific student risk factors. The results indicate as well that early predicted risk ... significantly affects the odds of a student dropping out late. (DIPF/orig.)
Erfasst vonDIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update2001_(CD)
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