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PubMed1991

Educational status and drinking patterns: how representative are college students?

Using data from a large, nationally representative sample, multiple regressions using sex, ethnicity, age and educational status showed that drinking patterns of college students differed significantly from those of dropouts, high school graduates and former college students. College students were more likely to use alcohol but tended to drink less quantity per drinking day than nonstudents of the same age. Sex differences were smaller among college students than among other groups, especially in proportions of abstainers. While whites were most likely to drink if they were in college, among blacks the college students were the least likely to drink. Age had little association with drinking. Conclusions based on in-school samples may not generalize well to nonschool populations and should be tested, if possible, using more representative databases.

Adolescent↗
PubMedDate not supplied

A follow-along study of postsecondary outcomes for graduates and dropouts with mild disabilities in a rural setting.

Eighty-six students with mild disabilities living in a rural area who had graduated (n = 52) or dropped out of (n = 34) high school were interviewed at two points in time (7 months apart) about their employment, residential status, and participation in postsecondary education and training programs. Information was also collected on students' high school experiences (educational, vocational, and work) and the reasons they dropped out of school. Of the students who had graduated (Caucasian = 26, black = 25, and other = 1), 31 were male and 21 were female. Of the students who had dropped out (Caucasian = 18, black = 15, and other = 1), 22 were male and 12 female. It was found that the majority of graduates and dropouts were employed full-time at both interviews, and held jobs that paid above minimum wage and provided employee benefits, as well. Nevertheless, by the time of the terminal interview, graduates had worked proportionally more time since high school than dropouts and had been employed in their current job more than twice as long. Neither group of former special education students was particularly active in pursuing postsecondary education or training programs. Finally, these former students had participated in a limited range of educational and vocational experiences during high school, both in terms of diploma tracks and vocational education programs. The implications of the findings for long-term employment and community adjustment are discussed.

Adolescent↗
PubMed1987

[Psychological disorders of students and university results].

Many epidemiological studies demonstrate the importance of psychological disorders among college and university students. Those disorders have an impact upon the academic performance and may lead to dropping out. The aim of this research is to study the possible relations between the incidence of psychological troubles and the evolution of the academic performance. The sample is constituted by 45 first year students of the Université du Québec à Trois-Rivières. Each subject has answered the psychological and psychiatric inventory built up by Bernot et al. (1969) (Psychorater). The academic performance evolution has been scored by comparing, for each student, the mark means obtained at the first three sessions. Cross-sessions comparisons have made possible to divide the sample into four subgroups: "in regression", "with relatively stable performances", "in progression" and "dropouts". The results show a statistically significative relation between, on the one hand, the university adaptation difficulties leading to dropping out and, on the other hand, the "impulsivity-instability" dimension and the "family, professional and social adaptation troubles". Excluding the dropout subjects, it is not possible, however, to correlate the variations in the academic performance and the incidence of psychological troubles found with the Psychorater.

Achievement↗
PubMed2006

Correlates of change in student reported parent involvement in schooling: a new look at the National Education Longitudinal Study of 1988.

Using a subsample (2174 students, 174 schools) from the National Education Longitudinal Study of 1988 (NELS), this study drew on Eccles and Harold's (1996) framework of parent involvement in schooling to estimate the relative influence of key child, family, and school characteristics on change in three types of student-reported parent involvement in schooling between eighth and tenth grades: home communication about school, monitoring, and direct interactions with schools. It also examines relationships between changes in involvement, change in grade point average (GPA), and dropout. Overall, measured school effects accounted for a small proportion of the variation in changes in home communication and direct parent interactions with schools. Sustained home communication related to higher grades and lower likelihood of dropout, although the size of effects was small.

Adolescent↗
PubMed2002

Addressing students' social and emotional needs: the role of mental health teams in schools.

Children in today's society face many stresses from a variety of sources that have a major impact on thier psychosocial adjustment and academic performance in school. These stressful events and thier consequences on the quality of life and academic success are particularly significant among low-income and ethnic minority students in American society. Many schools have adopted strategies to help students who are impacted by stressful life events to deal affectively with their problems in an attempt to reduce school failure and school dropout rates among these students. Most notable among these strategies are school-based mental health programs including the establishment of school-based mental health teams which seek to proactively address individual student concerns while improving the general climate of schools. The evidence seems to support the claim that these school-based services have a positive impact on students' social and emotional well-being as well as on their academic achievements. However, with more careful monitoring and much more consistent support from administrators and policy makers, these school-based approaches can more fully realize their potential to enhance the quality of life and to positively impact the future of many poor and ethnic minority students.

Adolescent↗
PubMed2000

The association between severity of sanction imposed for violation of tobacco policy and high school dropout rates.

This investigation explored the association between severity of sanctions imposed on students resulting from tobacco policy violation and the event dropout rate in South Carolina public high schools. The study employed a cross-sectional design (n = 132). Surveys were mailed to school principals to assess tobacco policy and sanctions for violation. Severe sanctions were categorized as those resulting in the student being denied onsite instruction, such as out-of-school suspension or expulsion. General linear regression models adjusting for SES, ethnicity, and rural/urban status, tested for an association between event dropout rate and severity of sanction imposed. The mean dropout rate in 1998 for high schools in South Carolina was 2.58% (+1.74). Suspension at first violation and expulsion were associated with lower dropout rates. Suspension at second violation was not associated with dropout behavior while suspension at third violation was associated with higher dropout rates. Results from the study provide preliminary evidence that severe sanctions imposed for violation of tobacco policy may help reduce high school dropout rates.

Adolescent↗
PubMed1999

Using the suicide risk screen to identify suicidal adolescents among potential high school dropouts.

OBJECTIVE: To examine the validity of the Suicide Risk Screen (SRS) for identifying suicide-risk youths among potential high school dropouts. METHOD: Five hundred eighty-one potential dropouts, aged 14 to 20 years, participated in a 3-stage case identification protocol. A potential dropout pool was created in 7 schools; students, randomly selected, completed a questionnaire containing the SRS and participated in an assessment interview. Validity measures included Reynolds' Suicide Ideation Questionnaire (SIQ-JR) and 2 clinician rating scales, the Direct Suicide Risk (DSR) and Clinical Risk Assessment (CRA). RESULTS: Suicide-risk severity was significantly associated with categorization defined by the SRS criteria. SRS sensitivity ranged from 87% to 100%, specificity from 54% to 60%. Of 7 SRS elements, depression, suicidal ideation, and suicide threats predicted all validity measures. Suicide attempts predicted the DSR and CRA, but not Reynolds' SIQ-JR. Drug involvement, though relatively weaker, consistently predicted all validity measures. No additional psychosocial indicators improved the prediction of SIQ-JR or the DSR. Family support, likelihood of dropout, and risky behaviors, however, were additional predictors of the CRA ratings. CONCLUSIONS: The SRS is an effective and pragmatic method for identifying suicide-risk youths among potential dropouts in school settings.

Adolescent↗
PubMed1997

Self-determination and persistence in a real-life setting: toward a motivational model of high school dropout.

The purpose of this study was to propose and test a motivational model of high school dropout. The model posits that teachers, parents, and the school administration's behaviors towards students influence students' perceptions of competence and autonomy. The less autonomy supportive the social agents' behaviors are, the less positive the students' perceptions of competence and autonomy. In turn, the less positive students' perceptions are, the lower their level of self-determined school motivation are. Finally, low levels of self-determined motivation lead students to develop intentions to drop out of high school, which are later implemented, leading to actual dropout behavior. This model was tested with high school students (N = 4,537) by means of a prospective design. Results from analyses of variance and a structural equation modeling analysis (with LISREL) were found to support the model for all participants and for each gender separately.

Adolescent↗
PubMed1975

An attempt to predict graduation from medical school.

Although there is less attrition from medical school now than in prior years, 500 or more students can be expected to withdraw from American medical schools during each academic year. Continuing study of the problem is, therefore, warranted. Personality inventory, cognitive, and application data, all gathered at the time of admission, were examined for 1,014 graduates and 57 dropouts; separate analyses were conducted for the 17 who departed for academic reasons and the 40 whose attrition was attributable to other causes. Correlational analyses were also conducted in which graduates, nonacademic dropouts, and academic dropouts were scaled in a 4-3-1 continuum. The best predictor of this graduation versus dropout hierarchy was given by a six-variable combination, including scores on the Quantitative ability subtest of the Medical College Admission Test and premedical grades for the last two terms, with positive weightings; personality inventory scales for status potential, socialization, and communality, also with positive weightings; and a personality scale for conformist achievement drive, weighted negatively.

Achievement↗
PubMed1990

Educational needs for multicultural hearing-impaired students in the public school system.

This article provides information on the educational problems and needs of hearing-impaired students from three major multi-cultural groups, the Afro-American, Hispanic, and Asian. The focus is upon identification and programming for these needs within the public school system, based especially upon experience within the San Diego City Schools. The factors addressed include: demographic shifts and the dropout rate among these students, and cultural considerations for education. Specific educational considerations discussed include: assessment, programming, bilingual education, curriculum and instructional strategies, teacher-training and program models.

Black or African American↗
PubMed2002

University students with learning disabilities advocating for change.

PURPOSE: In recent decades Western psychology has conceptualized learning disabilities (LD) in terms of deficits and such related 'social emotional issues' as insecurity, low self-esteem and social isolation that can be rehabilitated through combined remedial teaching and psychological intervention. With increasing advocacy and legislation on behalf of people with disabilities in the US, UK and Australia, more resources are being made available to students with LD in institutions of higher education. Due to this increase in the quantity of services, written programmes and accommodations made to their needs, increased numbers of students with LD have been graduating successfully from institutions of higher education. This paper describes an option for treating students with LD that is based on a theoretical perspective that understands these students as an excluded population and emphasizes the importance of their empowerment. METHOD: A project involving social work students with LD at Hebrew University in Jerusalem is presented as a case study. Case-study investigation, one of the common methods of qualitative research, explores social and human problems in their natural context. A 6-year evaluation of this project was conducted based on questionnaires, focus groups, documentation of all activities related to the project, in-depth interviews and outcome measures. RESULTS: The results suggest that the project developed in three stages: raising awareness, building partnerships, and lobbying for rights and services. Outcome measures indicate that the project was successful in lowering dropout rates and improving students' academic achievement. Analysis of interviews with students suggests that the project positively affected the students' perceptions by helping them reframe the social and emotional connotations of their learning disability. Students reported marked social and emotional change, including reduced stress and anxiety levels and increased self-esteem. CONCLUSIONS: Empowerment practices that are based on partnership, participation, advocacy and social change provide an alternative to rehabilitation via individual therapy.

Achievement↗
PubMed1993

Drug involvement among potential dropouts and "typical" youth.

Drug involvement, conceptualized as drug use frequency, drug access, drug use control, and adverse use consequences, is described and compared among two randomly selected groups of students aged fourteen to nineteen years: 203 low-risk typical high-school students and 160 youths at high-risk of school problems and dropout. High-risk youth, compared to low-risk youth and national statistics, endorsed a much greater breadth and depth of drug use, greater access to drugs, less drug use control, and greater adverse consequences due to use. A secondary analysis showed low-risk users (experimenters) were similar to high-risk youth in their access to drugs and eroding drug use control, but showed low frequencies of drug use and negligible adverse use consequences. Measuring and exploring these four facets of drug involvement provided a robust picture of the adolescents' drug milieu and revealed differences in patterns of drug involvement that would not have been evident by looking purely at drug use frequency. Implications for prevention programming are suggested.

Adolescent↗
PubMed1986

School discrimination and the high school dropout: a case for adolescent advocacy.

The literature supports the theory that high school dropouts are unable to find employment when they leave school, and that girls who dropout are more likely than boys to return. It was hypothesized that schools may not want to take back students who had once dropped out of school. To investigate the schools' response to dropouts trying to return, three actors were used to portray a male dropout, a female dropout and a parent of a dropout. Fifteen schools were contacted, to determine the differences in response to each actor. The results indicate that schools were more likely to accept the child who is represented by the parent, and that schools reacted more favorably to the parent. The results are discussed and specific recommendations made for program and practice.

Adolescent↗
PubMedDate not supplied

Adolescent students who work: gender differences in school performances and self-perceived health.

In a prospective cohort study, the hypotheses that adolescent students who work have poorer school performances, more sick days, and poor self-perceived health were examined. From a one-stage random cluster area sampling of 2512 households in Bahia, Brazil, 888 students 10-21 years of age were asked to answer questionnaires. School dropouts were more common among working students independently of gender. Both full-time (PRadjusted = 2.43; 95% CI: 1.49-3.96) and part-time (PRadjusted = 2.07; 95% CI: 1.28-3.35) working males were more likely to report frequent class skipping. Among females, paid jobs also were associated with poor self-perceived health, but not after adjustment for age and SES. Brazilian labor legislation for adolescent workers needs to be revised to take into account that jobs can compromise educational achievement.

Adolescent↗
PubMed2006

A package of interventions to reduce school dropout in public schools in a developing country. A feasibility study.

OBJECTIVE: School dropout rates are staggeringly high in developing countries, even for elementary school children. This study aims to assess the feasibility and initial efficacy of a package of interventions tailored to reduce school dropout in public schools in an urban city in Brazil. METHOD: Two public schools with similar high rates of dropout in elementary grades were selected. In one of them, a package of universal preventive interventions was implemented during a school year, including two workshops with teachers, five informative letters to parents, three meetings with parents at school, a telephone helpline at school, and a 1-day cognitive intervention. For children who stayed ten consecutive days out of school without reason, mental health assessment and referral to mental health services in the community were offered. In the second school, no intervention was implemented. RESULTS: After this 1-year intervention, there were significant differences between the two schools in rates of both dropout (P < 0.001) and absenteeism in the last trimester (P < 0.05; effect size = 0.64). In the intervention school, 18 (45%) youths returned to school after intervention among the 40 at-risk students. Moderate engagement of school staff was the main logistic problem. CONCLUSIONS: Our findings suggest that programs combining universal primary preventive strategies and interventions focused on at-risk students can be implemented and useful in developing countries to reduce school dropout.

Adolescent↗
PubMed1997

Academic success among students at risk for school failure.

A sample of 1,803 minority students from low-income homes was classified into 3 groups on the basis of grades, test scores, and persistence from grade 8 through Grade 12; the classifications were academically successfully school completers ("resilient" students), school completers with poorer academic performance (nonresilient completers), and noncompleters (dropouts). Groups were compared in terms of psychological characteristics and measures of "school engagement." Large, significant differences were found among groups on engagement behaviors, even after background and psychological characteristics were controlled statistically. The findings support the hypothesis that student engagement is an important component of academic resilience. Furthermore, they provide information for designing interventions to improve the educational prognoses of students at risk.

Achievement↗
PubMed2001

Immediate post intervention effects of two brief youth suicide prevention interventions.

This study evaluated the immediate postintervention effects of two brief suicide prevention protocols: a brief interview--Counselors CARE (C-CARE)--and C-CARE plus a 12-session Coping and Support Training (CAST) peer-group intervention. Subjects were students "at risk" of high school dropout and suicide potential in Grades 9-12 from seven high schools (N = 341). Students were assigned randomly to C-CARE plus CAST, C-CARE only, or "intervention as usual." The predicted patterns of change were assessed using trend analyses on data available from three repeated measures. C-CARE and CAST led to increases in personal control, problem-solving coping, and perceived family support. Both C-CARE plus CAST and C-CARE only led to decreases in depression, and to enhanced self-esteem and family goals met. All three groups showed equivalent decreases in suicide risk behaviors, anger control problems, and family distress.

Adaptation, Psychological↗