Staying Back and Dropping Out: The Relationship Between Grade Retention and School Dropout

2007 ◽  
Vol 80 (3) ◽  
pp. 210-240 ◽  
Author(s):  
Elizabeth Stearns ◽  
Stephanie Moller ◽  
Judith Blau ◽  
Stephanie Potochnick
Keyword(s):  
High School ◽  
Grade Retention ◽  
Latino Students ◽  
Dropping Out ◽  
Retained Students ◽  
The Social ◽  
Disciplinary Problems ◽  
Regression Decomposition ◽  
The Relationship ◽  
Different Levels

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.

Grade Retention and School Dropout: Comparing Specific Grade Levels Across Childhood and Early Adolescence

2021 ◽  
pp. 027243162110103
Author(s):  
Zachary Giano ◽  
Amanda L. Williams ◽  
Jennifer N. Becnel
Keyword(s):  
High School ◽  
Grade Retention ◽  
School Dropout ◽  
Dropping Out ◽  
Social Changes ◽  
Grade Levels ◽  
Grade Versus ◽  
Youth Transition ◽  
Education Statistics ◽  
Race Ethnicity

Students who repeat a grade are at a higher risk of dropping out of high school. Previous research has examined this in a methodologically aggregated way (e.g., repeated any grade versus never repeated) or only specific grades/grade ranges (e.g., Kindergarten or elementary) leaving questions about which grades are more detrimental to repeat with respect to school dropout. This study uses data from the National Center for Education Statistics ( N = 9,309) to comparatively examine which grades, when repeated, show the strongest associations with dropping out. Overall, those who repeated sixth or seventh had the highest odds of dropping out of high school with unique patterns by gender and race/ethnicity. These grades are typically when youth transition into middle school. When examined through a developmental lens, these results highlight the important impact that grade retention while youth experience other normative physical, cognitive, and social changes.

Gender relations in the classical Greek household: the archaeological evidence

1995 ◽  
Vol 90 ◽  
pp. 363-381 ◽  
Author(s):  
L. C. Nevett
Keyword(s):  
Gender Relations ◽  
Detailed Model ◽  
Male And Female ◽  
Classical Greece ◽  
Domestic Relations ◽  
The Social ◽  
Household Members ◽  
The Relationship ◽  
Different Levels ◽  
Shed Light

Despite the amount of textual material surviving from classical Greece, our knowledge of the household has remained limited because of the selectivity and orientation of those texts. In this paper, archaeological remains of late 5th- to late 4th-cent. houses are explored in order to shed light on aspects of domestic relations that recur most frequently in the sources: the relationship between male and female household members, and the way in which this was reinforced through the organization of the domestic environment. The traditional picture of a house divided into male and female areas is an over-simplification of a complex pattern of social relationships. A broader approach focuses on interaction between men and women, rather than on women's activity in isolation. The resultant, more detailed model for gender relations offers a glimpse of variability through space and time in how relationships were expressed spatially, and suggests the possibility of differences in the relationships themselves at different levels of the social hierarchy.

scholarly journals PREVALENCE OF NON-COMPLETION AMONG POSTGRADUATE STUDENTS IN SELECTED PUBLIC UNIVERSITIES IN KENYA

2021 ◽  
Vol 8 (12) ◽  
Author(s):  
Sophia Mwende Mugendi ◽  
Eunice Njango Githae
Keyword(s):  
Psychological Distress ◽  
Attribution Theory ◽  
Public Universities ◽  
Pearson Correlation ◽  
Demographic Data ◽  
Dropping Out ◽  
Group Discussions ◽  
Postgraduate Students ◽  
The Social ◽  
The Relationship

<p>Non-completion among university students is a common phenomenon in many parts of the world. Many causes of this problem have been advanced and among them are institutional and individual reasons like financial ability, gender and motivation to complete studies. Psychological distress though not investigated thoroughly has been cited as one of the problems leading to non-completion. The study sought to establish the prevalence of non-completion among postgraduate students in selected public universities in Kenya. Weiner Attribution theory (1985) informed the study. The study adopted a correlation research design, and it was conducted in two selected public universities in Uasin Gishu and Nairobi counties targeting a population of 945 postgraduate students. A sample of (N=273) was obtained from the two selected public universities through systematic random sampling. The study used questionnaires, focus group discussions and document analysis in collecting data. Reliability of the questionnaire was established using Split half method from a pilot study conducted in Uasin Gishu County. Statistical package for the social sciences SPSS 23 was also used to analyse the data. Descriptive statistics to analyze demographic data while Pearson correlation was employed to test the relationship between psychological distress and non-completion. Regression analysis was used to clarify the nature of relationship with the variable. Findings indicated an average non-completion rate of 2.5 years with most students citing financial constraints as the primary cause of their non-completion. The study recommended that students who wished to further their studies should first establish a financial channel or safe for the education journey before they registered for their studies. This would ensure that they would avoid dropping out of school due to a lack of school fees. The study further recommended that students should choose a study model that would favour their schedules to ensure that they did not go through a lot of stress trying to accomplish several tasks simultaneously. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0972/a.php" alt="Hit counter" /></p>

scholarly journals Making Research Sociological

1970 ◽  
Vol 3 ◽  
pp. 1-18
Author(s):  
Chaitanya Mishra
Keyword(s):  
Social Relationship ◽  
Sociological Imagination ◽  
Vantage Point ◽  
Master's Level ◽  
The Social ◽  
Thesis Writing ◽  
The Relationship ◽  
Different Levels

Developing a distinctive disciplinary vantage point is crucial to becoming a professional. Thesis writing at the Master's level allows the professional opportunity of thinking and writing independently. For students of Sociology in particular, it is fundamental to recognize that the social is everywhere. There is nothing that is not socially constituted. Further on, a Sociology student should develop the sociological vantage point in order to see how the social is constituted. This the student can do by engaging and ‘dialoguing' with well-known sociological theorists. The student will then be able to think about how and why societies are historically constituted, how and why societies are diverse, internally differentiated and hierarchized and how and why societies transform themselves. They will learn to unravel the relationship between different levels of a society. In addition, they will also learn the significance of the structure even as they visualize historical human agents change the structure. Keywords: Social; Sociological; Sociological Imagination; Thesis Writing; Social Relationship; Institutions DOI: 10.3126/dsaj.v3i0.2779 Dhaulagiri Journal of Sociology and Anthropology Vol.3 2009 1-18

Conclusion

2016 ◽  
Author(s):  
Clifton Hood
Keyword(s):  
High School ◽  
African American ◽  
Latino Students ◽  
Upper Class ◽  
Hunter College ◽  
Economic Basis ◽  
The Social

In June 2010, 18-year old Justin Hudson used his delivery of the graduating speech at Hunter College High School to challenge admissions standards there that had resulted in declining numbers of African-American and Latino students. In his speech, Hudson questioned the very idea of merit that had emerged in the 1970s, an understanding that rested on the two pillars of achievement and diversity that were the foundation of anti-elitism. In pinpointing the social and economic basis of hereditary meritocracy, Hudson attacked the legitimacy of the anti-elitist elite. He identified the central flaw with the present-day understanding of merit by condemning elites for distorting and privileging merit to the point that it reinforced instead of democratizing hierarchies. Ironically, anti-elitism had become the basis of a new upper class.

Prestige of National-Religious High Schools and Social and Religious Orientations of Students

1992 ◽  
Vol 70 (3_suppl) ◽  
pp. 1043-1050
Author(s):  
Mirjam Schmida ◽  
Yaacov J. Katz
Keyword(s):  
High School ◽  
Process Approach ◽  
Comprehensive High School ◽  
Vocational High School ◽  
Institutional Variables ◽  
Academic High School ◽  
Social Clusters ◽  
The Relationship ◽  
Different Levels ◽  
Differential Relationship

To examine the relationship between differential levels of school prestige and social, religious, and demographic characteristics of students of the Israeli national-religious high school system, 221 students in Grade 11 of a boys' theological academic high school, a girls' theological academic high school, a coeducational academic high school, a coeducational comprehensive high school, and a coeducational vocational high school were administered the Student Religiosity Questionnaire, the Student Social Orientations Questionnaire, and the Conservatism Scale. Also, the School Prestige Questionnaire was given to the 5 headmasters of the schools. Statistical analyses indicated that the schools were characterized by two different levels of prestige based upon academic and social clusters of institutional variables. A differential relationship between school prestige and students' demographic backgrounds and some of their attitudinal attributes was noted. Students with more liberal orientations attended the higher prestige schools; those students with less liberal attributes attended lower prestige schools. The results were explained according to the process-approach model.

scholarly journals On the Relationship between the Social Intelligence and Aggression: A Case Study of High School Boy Students

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Abbas Shekarey ◽  
Hajar Jannesari Ladani ◽  
Mostafa Sedaghat Rostami ◽  
Monir Jamshidi
Keyword(s):  
High School ◽  
Social Intelligence ◽  
The Social ◽  
The Relationship

scholarly journals Barriers to School Success for Latino Students

2016 ◽  
Vol 5 (2) ◽  
pp. 180 ◽  
Author(s):  
Floralba Arbelo Marrero
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
School Success ◽  
Latino Students ◽  
School Personnel ◽  
Dropping Out ◽  
Culturally Competent ◽  
School Students ◽  
School Partnerships

<p>Academic achievement among Latino high school students is a pressing issue as data consistently demonstrates that Latino students underperform and are at higher risk of dropping out of high school than their non-Latino peers. This paper reviews nonacademic barriers to the success of Latino students focusing on sociocultural issues that influence the school success of Latino students and how schools and communities can co-labor in order to support Latino academic achievement. This includes a look at the lack of culturally competent school personnel that work among Latino populations, the misunderstanding of schools in relation to the perceived Latino parental disengagement, home and school partnerships that can help foster success for Latino students, and other strategies that can be developed to link Latino parents and communities to the schools that educate their children.</p>

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