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Correlates of educational success: Predictors of school dropout and graduation for urban students in the Deep South

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  • Robison, Samuel
  • Jaggers, Jeremiah
  • Rhodes, Judith
  • Blackmon, Bret J.
  • Church, Wesley

Abstract

This study examined a sample of primary and secondary school students with alternate school outcomes of high school graduation and school dropout. Using secondary administrative data from a state department of education and a state department of juvenile justice, two models are examined in the current study. Utilizing hierarchical mixed-effects logistic regression models, the relative impacts of demographic characteristics (race, gender, birth year), school-related factors (grade failure, free lunch status, average number of days missed per year, expulsions) and juvenile justice involvement were examined on graduation and dropout outcomes. Across models, juvenile justice contact and school expulsion were the best predictors of negative school outcomes; The findings also demonstrate that race was not as predictive of dropout as were other factors. Findings suggest that interventions, practices, and policies in schools that may prevent negative behavior and subsequent consequences (expulsion and/or juvenile justice contact) may impact the more distal outcomes of high school graduation and dropout.

Suggested Citation

  • Robison, Samuel & Jaggers, Jeremiah & Rhodes, Judith & Blackmon, Bret J. & Church, Wesley, 2017. "Correlates of educational success: Predictors of school dropout and graduation for urban students in the Deep South," Children and Youth Services Review, Elsevier, vol. 73(C), pages 37-46.
    • Handle: RePEc:eee:cysrev:v:73:y:2017:i:c:p:37-46
    DOI: 10.1016/j.childyouth.2016.11.031
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    References listed on IDEAS

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    1. Valerie L. Johnson & Patricia Simon & Eun-Young Mun, 2014. "A Peer-Led High School Transition Program Increases Graduation Rates Among Latino Males," The Journal of Educational Research, Taylor & Francis Journals, vol. 107(3), pages 186-196, May.
    2. Church, Wesley T. & Jaggers, Jeremiah W. & Taylor, Julie K., 2012. "Neighborhood, poverty, and negative behavior: An examination of differential association and social control theory," Children and Youth Services Review, Elsevier, vol. 34(5), pages 1035-1041.
    3. Lance Lochner & Enrico Moretti, 2004. "The Effect of Education on Crime: Evidence from Prison Inmates, Arrests, and Self-Reports," American Economic Review, American Economic Association, vol. 94(1), pages 155-189, March.
    4. Cain Polidano & Barbara Hanel & Hielke Buddelmeyer, 2013. "Explaining the socio-economic status school completion gap," Education Economics, Taylor & Francis Journals, vol. 21(3), pages 230-247, July.
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    Cited by:

    1. Rafaella L. S. Nascimento & Roberta A. de A. Fagundes & Renata M. C. R. Souza, 2022. "Statistical Learning for Predicting School Dropout in Elementary Education: A Comparative Study," Annals of Data Science, Springer, vol. 9(4), pages 801-828, August.
    2. Yang, Mi-Youn & Chen, Zibei & Rhodes, Judith L.F. & Orooji, Marmar, 2018. "A longitudinal study on risk factors of grade retention among elementary school students using a multilevel analysis: Focusing on material hardship and lack of school engagement," Children and Youth Services Review, Elsevier, vol. 88(C), pages 25-32.
    3. Oscar F. Garcia & Emilia Serra, 2019. "Raising Children with Poor School Performance: Parenting Styles and Short- and Long-Term Consequences for Adolescent and Adult Development," IJERPH, MDPI, vol. 16(7), pages 1-24, March.
    4. Piscitello, Jennifer & Kim, Youn Kyoung & Orooji, Marmar & Robison, Samuel, 2022. "Sociodemographic risk, school engagement, and community characteristics: A mediated approach to understanding high school dropout," Children and Youth Services Review, Elsevier, vol. 133(C).
    5. Fortems, Charlotte & Hansen, Bart & Glazemakers, Inge, 2023. "Characteristics of youth in alternative education settings: A scoping literature review," Children and Youth Services Review, Elsevier, vol. 145(C).
    6. Cartwright, Kate & Chacon, Lauren, 2021. "The impact of immigration-related separation and reunification on children’s education: Evidence from the American Community Survey 2010–2018," Children and Youth Services Review, Elsevier, vol. 126(C).

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