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Using ecological-developmental and resilience perspectives, this study utilizes quantitative and qualitative methods to examine the role of family, community, and individual variables in reestablishing school and work pathways for a diverse sample of 182 Boston-area high school dropouts. Extra familial involvement and individual coping style prove the best predictors of on-track status.
Subject attrition threatens the internal validity of substance abuse prevention studies because differences in the rate of attrition and the substance use behavior of remaining subjects in the different conditions could account for any differences found in substance use rates. Attrition threatens the external validity of prevention studies because, to the extent that study dropouts are different from remaining subjects, the results of the study may not be generalizable to study dropouts. Analysis of these threats to the validity of prevention studies should be routinely conducted. However, studies of alcohol and drug abuse prevention have generally failed to report or analyze subject attrition. Smoking prevention studies have more frequently reported attrition, and they have recently begun to analyze the degree to which attrition may affect the internal and external validity of the study. Evidence thus far suggests that differences in attrition across conditions do occur occasionally. The evidence is substantial that study dropouts are systematically more likely to smoke, to use other substances, and to score highly on other risk-taking measures.
In-depth, structured interviews were conducted over a 2-year period with four young adults previously identified as having learning disabilities during their school years. All four had dropped out of high school; but overall, they reported that their early withdrawal was an important and affirming choice in their transition from youth to young adulthood. Themes emerging as noteworthy include their lack of involvement in formal vocational assessment, their own individualized education programs, and adult services. The personal stories and experiences cast doubt on the prevailing opinion that school dropouts are "losers" and "failures." In contrast, their stories reveal a serious shortfall in their secondary special education programming and in the overall transition planning process.
The problem of the high school dropout has been of serious concern to educators, service agencies, and society for many years. The problem has reached epidemic proportions in large urban communities with high concentrations of minority youngsters from low-income families. Given the magnitude of this problem from both the economic and humanistic perspective, the purpose of the study was to determine the effect of a twelve-week intervention program on potential dropouts. It was initiated in the Spring of the 1981-82 school year with a follow-up on the retention and absence rates in the fall of the same year. The results of the intervention revealed that the experimental intervention did impact significantly upon both variables of primary concern in the study, the retention and absence rates; the four affective measures of student attitude were not significantly affected by the program. These results pose serious questions concerning the generalizations of the self-concept to academic achievement.
Inner-city youth are at high risk for dropping out of high school. Within this article, risk factors associated with dropout and strategies for effective prevention and intervention are reviewed. An example of a school-based drop-out prevention program is highlighted. The FUTURES Program is a school-based drop-out prevention program designed to address the needs of high-risk youth through smaller classes, character development, career preparation, case management/mentoring, positive incentives, and access to mental health services. Components of the program are described in detail and data evaluating the effectiveness of the program are presented. Directions for the future development of programs and conducting research to prevent dropout by inner-city youth are discussed.
A longitudinal study of the changes in health-related behavior in Israeli adolescents was undertaken in a large, comprehensive secondary school. The incidence of starting to smoke and its relationship to the development of sexual behavior was assessed. Smoking, use of drugs, sexual behavior, and drinking of alcoholic beverages at the age of 16 years was related to dropout from secondary school during the 2-year study period. The possibility of developing a model of adolescent risk behavior and its relevance to planning of health and educational services is discussed.
This study reports daily smoking rates among older adolescents obtained by a unique follow-up of a cohort originally identified in the seventh grade. Those no longer in their original school districts were located and interviewed by telephone. Smoking rates among dropouts exceeded 70 per cent in all age-sex groups. Smoking rates among transfers were as high as those among absentees. Including these subgroups raised smoking prevalence rates among older adolescents substantially.
School refusal is a grave social problem for adolescents, their families, schools and society in Japan today as well as other developed countries. We researched the mentality of junior high school pupils about their feelings or moods toward school attendance with a set of questionnaires in order to know how much they were oppressed by daily school attendance. From such a viewpoint, we tried the questionnaire program at seven public junior high schools in a small city in the suburbs that developed rapidly and located not far away from a big city. We selected our subjects at random from one class out of each grade of each junior high school. The number of the subject pupils was 838: 429 boys and 409 girls. We postulated that the latent school refusals were those who answered all "yes" to three items which was always the case by school refusals in our clinical experience. We found 117 latent school refusals out of the 838: 65 boys and 52 girls. We considered three factors--problems concerning school, family and other daily activities. From our research, we recognize that there are many pupils attending school with the possibility of them becoming dropouts (14.0%). Their mentality is characteristic of school refusal itself while they attend school almost everyday. We clinicians should be aware of the social structure and make every effort to secure the healthy development of adolescents.
This research involves a longitudinal study of antecedents and moderators in the development of antisocial patterns. Participants included 695 boys and girls who were interviewed annually from childhood to the end of high school and again at ages 20 and 24. Cluster analyses identified four configurations of boys and girls that were reasonably homogeneous with respect to behavior and academic performance at the beginning of the investigation. When tracked over time, the configurations differed significantly in patterns of early school dropout and criminal arrests. Boys and girls in the "multiple risk configuration" were more likely than those in other configurations to show long-term antisocial patterns. Participation in school extracurricular activities was associated with reduced rates of early dropout and criminal arrest among high-risk boys and girls. The decline in antisocial patterns was dependent on whether the individuals' social network also participated in school extracurricular activities.
From interviews conducted in the home, qualitative data were obtained from 374 urban high school dropouts concerning their primary reason for leaving school early. Female and male respondents of five ethnic groups answered closed- and open-ended questions concerning their (1) dropout history, (2) reasons for leaving school, (3) feelings about various aspects of the high school experience, (4) past and present activities, (5) academic and general future plans, (6) reflections about school, and (7) recommendations for school improvement.
This longitudinal study examined behavioral, cognitive, and demographic factors associated with early school dropout. Follow-up assessments were completed on a sample of girls (n = 248) and boys (n = 227) who had first been seen when they were in the seventh grade. School status was determined for all living subjects; 99% of them were interviewed individually in the fifth annual test wave. Overall, 14% of the group had dropped out of school prior to completing grade 11. The clusters of males and females most vulnerable to early school dropout were characterized in grade 7 by high levels of aggressiveness and low levels of academic performance (82% early dropout in males; 47% early dropout in females). In seventh grade, subjects who subsequently dropped out tended to affiliate with persons who were also at risk for dropout. Socioeconomic status, race, and early parenthood were also associated with school dropout. The primary outcomes were supported by convergent variable-oriented and person-oriented analyses. Some developmental dynamics of the phenomena are discussed.
A study of 80 head injured patients revealed poor premorbid academic performance in up to 50% of the sample. Poor academic performance, as defined by diagnosis of learning disability, multiple failed academic subjects, or school dropout during secondary education, is not a previously cited risk factor for head injury. These findings have important implications in the identification of a high risk population and in the subsequent ability to reduce the incidence of head injury.
This article reports the dropout rates, basic skills competency levels, and employment status of a group of semi-rural learning disabled postsecondary-age youth and a control group of nonlearning disabled same-age peers. Findings indicated significantly higher dropout rates and significantly lower basic skills competency levels among learning disabled youth. Learning disabled graduates and dropouts were not different in how they fared in the employment market for the group, nor were they different compared to peers. Educational implications of these findings and future suggestions for follow-up research are discussed.
In this study, I used a life-table approach to estimate how much hypothetical reductions in pregnancy-related dropouts would help close the gender gap in educational attainment. Using the schooling histories of 6,686 pupils, I partitioned Cameroon's gender gap in education into "pregnancy-related" and "non-pregnancy-related" components and simulated the impact of reductions in pregnancy-related dropouts on this gap. The results suggest that such reductions would have substantial payoffs in this setting, but payoffs would be the greatest where societies also address gender inequities before puberty and outside the realm of pregnancy. Reductions in pregnancy-related dropouts complement but do not replace efforts to reduce gender discrimination in schooling. Recent data from Demographic and Health Surveys should make it possible to extend this analysis to other countries.
The prevalence of marijuana use among young people has risen rapidly in recent years, causing concern over the potential impact on academic performance of such use. While recent studies have examined the effect of alcohol use on educational attainment, they have largely ignored the potential negative effects of other substances, such as marijuana. This paper examines whether the relationship between the initiation of marijuana use and the decision to drop out of high school varies with the age of dropout or with multiple substance use. Data are from a longitudinal survey of 1392 adolescents aged 16-18 years. The results suggest that marijuana initiation is positively related to dropping out of high school. Although the magnitude and significance of this relationship varies with age of dropout and with other substances used, it is concluded that the effect of marijuana initiation on the probability of subsequent high school dropout is relatively stable, with marijuana users' odds of dropping out being about 2.3 times that of non-users. Implications of these conclusions are considered for both policy makers and researchers.
The "Palomar" project confronts two problem situations that are partly independent and partly connected to the Italian schooling system: unstable participation in school such as drop out and educational guidance. Our concern is that of a set of phenomena which consists of ceasing compulsory education, repetition of a year at school, school "drop outs", irregular compulsory attendance and delays in the course of studies. The "Palomar" project is designed to offer educators and administrators who want to effectively intervene with these complex problems to furnish school guidance services as an instrument able to: 1. Predict: creating a system able to predict in advance (not in a "cause-effect" way but as an approximation): a) which students are at "risk" for school destabilization or failure; b) what are the prototypical characteristics of these students; c) which students among those studied are more likely to "destabilize" or fail in school; in which course of study does each student have the greatest chance of success; d) which, among the variables studied and appropriately weighted for each student, will predict the successful grade, analyzed for each possible course of studies. 2. Optimize: selecting and focusing on a student on the basis of the information given. It is possible: a) to point out which personal factors (relational, familial, student, disciplinary, economical) need to be reinforced in order to improve the school performances of each selected student, both to prevent or limit "dropping out" desertion or failure and to raise the performances in the chosen school course as much as possible; b) on the basis of what was mentioned above, to simulate the possible support measures to increase the efficacy of the considered intervention; c) to choose for each student the appropriate intervention strategy capable of obtaining the maximum result and the maximum efficacy in the given conditions. 3. Verify: when the strategy of intervention has been decided and we proceed with its implementation, it is possible to periodically verify ("follow-up"), through subsequent administration of the form, the outcome variations elapsed in the prediction of school success or failure. This makes it possible to verify in itinere the efficacy of the interventions carried out and, if necessary, to create variations and adjustments. 4. Produce scenarios: the application field of the Prediction System with Artificial Neural Networks can also be one of a group of students, of one or more organized units (for example a class, a school, or a group of schools). In this case the Prediction System ANN using the program SCHEMA (Buscema, 1996b) is able to: a) determine intervention strategies in order to optimize and to produce the maximum results of a group of students as the one of a class; b) optimize the formative route of a whole institute in order to prevent or limit the need for school guidance.
Youth enrolled in dropout prevention and alternative school programs engage in a number of high risk behaviors in greater numbers than those in traditional school settings [1, 2]. However, data on alcohol and drug use influences and risky sexual behavior are often not collected or reported among these youth due to small enrollments and rapid turnover. In this study alcohol and drug use and sexual behaviors were surveyed among 212 youth in dropout prevention. A risk profile score for HIV/AIDS was developed and the contribution of alcohol and drug use to HIV/AIDS risk was determined. Results showed that use of alcohol and drugs and age of sexual initiation were significantly associated with a high risk profile score. Of sexually active youth, 28 percent reported using alcohol or drugs prior to having sexual intercourse and more than half reported not using condoms during their last sexual experience. Males were more likely than females to use alcohol and drugs before having sex, and were more likely to have had sex with two or more partners. Findings from this study suggest that among youth in dropout prevention, the association of alcohol and drug use to HIV/AIDS risk is significant and that prevention programs need to target alcohol and drug use as important influences on risky sexual behavior.
This study describes characteristics of a group of 64 adolescent mothers and their infants who participated in a program for teenage mothers run by a local health department. A majority of the girls for whom California Achievement Test (CAT) scores were available scored one or more years below grade level in reading and in language skills. Relative delays in infant development (language and social domains) were also documented. High levels of self-esteem as well as general social acceptance (by adults and peers) of early out-of-wedlock parenting suggest that early motherhood may represent an alternative avenue to experiencing success for girls who are having academic difficulties. These findings, which suggest the likelihood of a high incidence of undetected learning problems in this population, indicate that these difficulties may have a significant relationship to the high rate of school dropout associated with adolescent motherhood. The findings bring into question the notion of "unintended pregnancies" and the wisdom of current federal policies for preventing adolescent parenthood that rely on the promotion of abstinence.