DROPOUT RISK IN HIGHER EDUCATION

Dropout Risk In Higher Education

Abstract

Prior studies report a variety of demographic, school, individual, and family characteristics that are related to high school drop out. This study utilizes data from a 19-year prospective longitudinal study of “at- risk ” children to explore multiple predictors of high school dropouts across development. The proposed model of dropping out emphasizes the importance of the early home environment and the quality of early caregiving influencing subsequent development. The results of this study demonstrate the association of the early home environment, the quality of early caregiving, socioeconomic status, IQ, behavior problems, academic achievement, peer relations, and parent involvement with dropping out of high school at age 19. These results are consistent with the view of dropping out as a dynamic developmental process that begins before children enter elementary school. Psychosocial variables prior to school entry predicted dropping out with power equal to later IQ and school achievement test scores. In our efforts to better understand processes influencing dropping out prior to high school graduation, early developmental features warrant further emphasis.

Table Of Content

Abstract2

Table Of Content3

Chapter 13

Introduction3

Background4

Problem statement5

Purpose of study5

Hypothesis6

Chapter 27

Literature Review7

Chapter312

Methodology And Result12

Participants12

Measures and Procedures: Family Factors14

Early quality of caregiving composite14

Overall maternal sensitivity15

Quality of infant-mother attachment relationship16

Quality of problem-solving support17

Early home environment18

Ses18

Parent involvement at school19

Measures and Procedures: Child Factors19

Wechsler Intelligence Scale for Children-Revised (WISC-R)19

Peer competence20

Woodcock-Johnson Achievement Test-Revised (WJ-R)20

Analyses21

Results23

Means, Standard Deviations, and t-Tests23

Discussion25

Chapter428

Conclusion28

Referencees30

Chapter 1

Introduction

Background

The seriousness of the drop out problem among American youth is well documented including both personal and societal implications (Cairns and Rumberger). The estimated 3.4 million nongraduating youth (National Center for Education Statistics, 1994) are ill-equipped for the modern work force, thus ultimately paying less tax, adding costs to welfare programs, and being disproportionately represented in crime and incarceration statistics (Kirsch, Jungeblut, Jenkins, & Kolstad 1993 and Rumberger). Nearly a decade ago, the annual financial cost of the drop out problem was estimated at $240 billion (Dryfoos, 1990).

In some ways, dropping out is no longer mysterious. Five decades of research have uncovered numerous correlates of withdrawal from high school. Prior research highlights various demographic status variables, individual characteristics, psychological and behavioral measures, and family factors associated with high school drop out (Rumberger; Rumberger and Rumberger). They are now well-known but not always useful. Demographic factors such as low socioeconomic status (SES), neighborhood-level variables, gender, ethnic minority status, and low parental education, for example, are consistently found to be related to school withdrawal (Cairns; Ensminger; Fine; Oakland and Weis). However, such broad status variables leave considerable variance unexplained and are not very informative with regard to the processes of dropping out. Of course, achievement problems and failing grades also are strong correlates (Borus; Ekstrom; Ensminger; Garnier; Lloyd and Lloyd), but these may be viewed as early indicators of dropping out itself rather than as root causes.

Problem statement

In contrast to the above status variables, other studies have identified more direct behavioral influences associated with drop out status such as measures of behavior problems, poor peer relationships, and certain family variables (Cairns; Cairns; Ensminger; ...