Understanding Why Students Drop Out of High School, According to Their Own Reports
By J. J. Doll, Zohreh R. Eslami, L. Walters. 2013
211 citations recorded by the source corpus.
Research on school dropout extends from early 20th-century pioneers until now, marking trends of causes and prevention. However, specific dropout causes reported by students from several nationally representative studies have never been examined together, which, if done, could lead to a better understanding of the dropout problem. Push, pull, and falling out factors provide a framework for understanding dropouts. Push factors include school-consequence on attendance or discipline. Pull factors include out-of-school enticements like jobs and family. Finally, falling out factors refer to disengagement in students not caused by school or outside pulling factors. Since 1966, most nationally representative studies depicted pull factors as ranking the highest. Also, administrators in one study corroborated pull out factors for younger dropouts, not older ones, while most recent research cites push factors as highest overall. One rationale for this change is a response to rising standards from No Child Left Behind (NCLB), which can be ultimately tested only by future dropout research.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/b3b0db85805291e2183c82e59f84ba3247671683
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Citations in the corpus
- Negative life events, self-efficacy, and social support: Risk and protective factors for school dropout intentions and dropout. (2020, background): “For review studies, see for instance Christenson and Thurlow (2004), De Witte et al. (2013), Doll et al. (2013), Rosenthal (1998), Rumberger (1987), and Rumberger and Lim (2008).”