Nonacademic Factors Associated with Dropping Out of High School: Adolescent Problem Behaviors (original) (raw)
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This paper assesses the effects of human capital and social capital on the probability of a person dropping out of high school, using the High School and Beyond data set. Utilizing logistic regressi~n, pre~icted drop~ut rates are uncovered for students whose families and communities differ in human and social capital, controllmg for financial capital, race, ethnicity, and rural-urban residence. The effects of human and social capital variables combine to make substantial differences in predicted dropout rates. 1Mark H. Smith is a Doctoral Candidate in the
Marijuana use and high school dropout: the influence of unobservables
Health Economics, 2010
In this study we reconsider the relationship between heavy and persistent marijuana use and high school dropout status using a unique prospective panel study of over 4500 7th grade students from South Dakota who are followed up through high school. Propensity score weighting is used to adjust for baseline differences that are found to exist before marijuana initiation occurs (7th grade). Weighted logistic regression incorporating these propensity score weights is then used to examine the extent to which time-varying factors, including substance use, also influence the likelihood of dropping out of school. We find a positive association between marijuana use and dropping out (OR=5.68), over half of which can be explained by prior differences in observational characteristics and behaviors. The remaining association (OR=2.31) is made statistically insignificant when measures of cigarette smoking are included in the analysis. Because no physiological justification can be provided for why cigarette smoking would reduce the cognitive effects of marijuana on schooling, we interpret this as evidence that the association is due to other factors. We then use the rich data to explore which constructs are driving this result, determining that it is time-varying parental and peer influences.
High school dropout, race-ethnicity, and social background from the 1970s to the 1990s
2000
Between 1972 and 1998, data from October Current Population Surveys show that dropout is least among whites and greatest among Hispanics, and it has declined among whites and African-Americans since the late 1970s. Annual dropout rates are successively higher in each of the last three years of high school, and men drop out more than women. Social background favors school continuation among whites relative to minorities, but trends in background were favorable both to whites and blacks. Residence in a large central city increases high school dropout among whites and blacks. The end of compulsory school attendance increases dropout, especially among minorities. Female household headship increases dropout, especially among whites, and post-secondary education of parents and home ownership sharply lower dropout. Social location and background should inform our understanding of changes in high school dropout, along with the dynamics of the economy and of educational policy. Trends in High School Dropout among White, Black, and Hispanic Youth, 1972 to 1998 Just as the earning power of high school graduates has declined relative to that of college graduates (Murphy and Welch 1989; Murnane and Levy 1993; Hauser 1993), so has the earning power of high school dropouts. Indeed, in most cases, high school dropouts are already unable to compete for jobs that pay enough to keep one out of poverty; clearly, the economic consequences of dropping out of high school have never been as severe. In this context the highly publicized National Goals for Education (U.S. Department of Education 1990) have proclaimed 90 percent high school completion among six primary goals. 1 Since the middle 1980s, there has been a steady stream of new reports about the familial and economic origins of high school dropout (McLanahan 1985; Ekstrom,
Essays on Adolescent Behavior and Outcomes: Influence of Parents, Peers, Schools, and Neighborhoods
2010
Adolescence is an important phase in one’s life since it shapes up one’s future in terms of academic, economic, behavioral, and health related outcomes, among others. The transition period between childhood and adulthood has been believed to involve major physical, social, and psychological changes which can affect future outcomes of an individual. Parental decisions are indeed important for subsequent behavior of adolescents which may also persist over time. Apart from parents, social network groups also play an important role in an adolescent’s life. Social groups may include friends, schools, neighborhoods, cultural groups, etc. and there is evidence of significant effects of social network groups on adolescent outcomes. For my dissertation, I have analyzed adolescent behavior and outcomes to be influenced by parents, peers, schools, and neighborhoods, and their persistence over time. I use data from the National Longitudinal Study of Adolescent Health (Add Health), one of the la...
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Sociology of Education, 2007
Students who repeat a grade prior to high school have a higher risk of dropping out of high school than do students who are continuously promoted. This study tested whether standard theories of dropout—including the participation-identification model and the social capital model—explain this link. Although the presence of variables, including academic achievement and disciplinary problems, reduces the higher probability of retained students dropping out, existing models of dropping out do not adequately explain the markedly higher probability of dropping out for retained students. Regression decomposition reveals differences between promoted and retained students in the importance of resources and illustrates that various resources hold different levels of importance for white, black, and Latino students.
High school dropouts: A review of issues and evidence
Review of educational research, 1987
The problem of high school dropouts has generated increased interest among researchers, policymakers, and educators in recent years. This paper examines the many issues involved in trying to understand and solve this complex social and educational problem. The issues are grouped into four areas covering the incidence, causes, consequences, and solutions to the problem. Within each area, the discussion identifies the important issues involved, the current state of research on the issues, and considerations for future research.
Journal of School Psychology, 2000
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.
Race, Ethnicity, Class, and School Dropouts: A Policy Perspective
Trotter Review, 2002
The author presents a review of literature on conditions and circumstances that cause youth to drop out before finishing high school. The essay explains the key features of both cultural and structural theories of low academic performance, and the author argues these theories might profitably be fused in order to formulate effective dropout prevention/intewention policies. The author recommends use of the public health modelfor prevention and intervention and synthesizes the findings of three recent reports on effective dropout programs.
Journal of Drug Issues, 2013
A relatively neglected problem is how individuals derive social capital from more than one context and the extent to which they benefit from the capital in each. We examine whether social capital created at home and at school has differing effects on child academic achievement. We hypothesize that children derive social capital from both their families and their schools and that capital from each context promotes achievement. Using data from the National Longitudinal Education Study and structural equation modeling, we show that capital from each context is helpful, with social capital in the family more influential than social capital at school. We discuss the implications of these findings for research on child achievement and for studies of inequality generally.
High School Dropouts in Emerging Adulthood: Substance Use, Mental Health Problems, and Crime
This study examined the distribution of substance use, mental health, and criminal behavior among dropouts derived from a nationally representative sample of 18-25 year old (N = 19,312) emerging adults in the United States. Using public-use data from the 2010 National Survey on Drug Use and Health, this study employed multiple logistic regression with adjustments for complex survey sampling and compared high school dropouts with graduates with respect to substance use, mental health, and criminal behavior. After controlling for the effects of age, gender, race/ethnicity, family income, receipt of government assistance, employment status, and metropolitan population density, dropouts were more likely to meet criteria for nicotine dependence and report daily cigarette use, and more likely to report having attempted suicide in the previous year, been arrested for larceny, assault, drug possession or drug sales relative to their high school graduate counterparts. The findings of this study provide important insights and an initial epidemiologic portrait of mental health, substance use, and criminal behaviors of dropouts during emerging adulthood.