The flip side of the coin: Understanding the school's contribution to dropout and completion

School Psychology Quarterly

Volumn 16, Issue 4, 2001, Pages 406-426

  Baker, Jean A ^a   Derrer, Ronald D ^b   Davis, Stephanie M ^b   Dinklage Travis, Heather E ^b   Linder, Dawnyell S ^b   Nicholson, Michael D ^b  

^a MICHIGAN STATE UNIVERSITY   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0035567110     PISSN: 10453830     EISSN: None     Source Type: Journal    
DOI: 10.1521/scpq.16.4.406.19901     Document Type: Article

References (106)

1. Afolayan, J. A. (1991). Retention policy and school dropout rate: Implications for professional educators. The High School Journal, 74, 220-224.
2. Alspaugh, J. W. (1998). Achievement loss associated with the transition to middle school and high school. Journal of Educational Research, 92, 21-25.
3. American Bar Association. (2001). Resolution on zero tolerance policies. Washington, DC: Author.
4. Bachman, G., Green, S., & Wirtanen, I. (1971). Youth in transition: Vol. 3. Dropping out-problem or symptom? Ann Arbor, MI: University of Michigan, Institute of Social Research.
5. Baker, J. A., Terry, T., Bridger, R., & Winsor, A. (1997). Schools as caring communities: A relational approach to school reform. School Psychology Review, 26, 586-602.
6. Bolman, L. G., & Deal, T. E. (1991). Reframing organizations: Artistry, choice, and leadership. San Francisco: Jossey-Bass.
7. Bredekamp, S. (1987). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Washington, DC: National Association for the Education of Young Children.
8. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
9. Bronfenbrenner, U. (1995). Developmental ecology through space and time: A future perspective. In P. Moen, G. H. Elder, Jr., & K. Lüscher (Eds.), Examining lives in context: Perspectives on the ecology of human development (pp. 619-647). Washington, DC: American Psychological Association.
10. Bronfenbrenner, U. (1999). Environment in developmental perspective: Theoretical and operational models. In S. L. Friedman & T. D. Wachs (Eds.), Measuring environments across the life span: Emerging methods and concepts (pp. 3-31). Washington, DC: American Psychological Association.
11. Bryk, A. S., & Thum, Y. M. (1989). The effects of school organization on dropping out: An exploratory investigation. American Educational Research Journal, 26, 353-383.
12. Burke, D. L. (1996). Multi-year teacher/student relationships are a long-overdue arrangement. Phi Delta Kappan, 77, 360-361.
13. Cairns, R. B., Cairns, B. D., & Neckerman, H. J. (1989). Early school dropout: Configurations and determinants. Child Development, 60, 1437-1452.
14. Calaweti, G. (1994). High school restructuring: A national study. Arlington, VA: Educational Research Service. (ED 366 070)
15. Carroll, J. (1994). Organizing time to support learning. The School Administrator, 51, 26-33.
16. Christenson, S. L., Sinclair, M. F., Lehr, C. A., & Godber, Y. (This issue). Promoting successful school completion: Critical conceptual and methodological guidelines. School Psychology Quarterly.
17. Cicchetti, D. (1989). Developmental psychopathology: Some thought on its evolution. Development and Psychopathology, 1, 1-4.
18. Cicchetti, D., & Toth, S. L. (1998). Perspectives on research and practice in developmental psychopathology. In W. Damon (Series Ed.), & Richard M. Lerner, (Vol. Ed.), Handbook of child psychology: Vol. 1. Theoretical models of human development (5th ed.) (pp. 479-583). New York: Wiley.
19. Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy and relatedness: A motivational analysis of self-system processes. In M. Gunnar & L. A. Sroufe (Eds.), Minnesota Symposium of Child Psychology, Vol. 22 (pp 43-77). Minneapolis: University of Minnesota Press.
20. Corcoran, T. B., Walker, L. J., & White, J. L. (1988). Working in urban schools. Washington, DC: Institute for Educational Leadership.
21. Costenbader, V., & Markson, S. (1998). School suspension: A study with secondary school students. Journal of School Psychology, 36, 59-82.
22. Dawson, P. (1998). A primer on student grade retention: What the research says. NASP Communiqué, 26, 28-29.
23. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
24. Dewey, J. (1963). Experience and education. New York: Collier Books.
25. Doll, B., & Hess, R. S. (This issue). Through a new lens: Contemporary psychological perspectives on school completion and dropping out of high school. School Psychology Quarterly.
26. Doll, B., & Lyon, M. A. (1998). Risk and resilience: Implications for the delivery of educational and mental health services in schools. School Psychology Review, 27, 348-363.
27. Ekstrom, R. B., Goertz, M. E., Pollack, J. M., & Rock, D. A. (1986). Who drops out of high school and why? Findings from a national survey. Teachers College Report, 87, 356-373.
28. Ensminger, M. E., & Slusarcick, A. L. (1992). Paths to high school graduation or dropout: A longitudinal study of a first-grade cohort. Sociology of Education, 65, 95-113.
29. Evans, R. (1996). The human side of school change: Reform, resistance, and the real-life problems of innovation. San Francisco: Jossey-Bass.
30. Felice, L. (1981). African American student dropout behavior: Disengagement from school rejection and racial discrimination. The Journal of Negro Education, 50, 415-424.
31. Feiner, R. D., Brand, S., Adan, A. M., Mulhall, P. F., Flowers, N., Sartain, B., & DuBois, D. L. (1993). Restructuring the ecology of the school as an approach to prevention during school transitions: Longitudinal follow-ups and extensions of the School Transitional Environment Project (STEP). Prevention in Human Services, 10, 103-136.
32. Felner, R. D., Kasak, D., Mulhall, P., & Flowers, N. (1997). The Project on High Performance Communities: Applying the land-grant model to school reform. Phi Delta Kappan, 78, 520.
33. Fernandez, R. M., Paulsen, R., & Hirano-Nakanishi, M. (1989). Dropping out among Hispanic youth. Social Science Research, 18, 21-52.
34. Fine, M. (1986). Why urban adolescents drop into and out of public high school. Teachers College Record, 87, 393-409.
35. Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59, 117-124.
36. Finn, J. D. (1998). Class size and students at-risk: What is known? What is next? Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement, National Institute on the Education of At-Risk Students.
37. Finn, J. D., & Rock, D. A. (1997). Academic success among students at risk. Journal of Applied Psychology, 82, 221-234.
38. Finn, J. D., & Voelkl, K. E. (1993). School characteristics related to student engagement. Journal of Negro Education, 62, 249-268.
39. Fitzpatrick, K. M., & Yoels, W. C. (1992). Policy, school structure, and sociodemographic effects on statewide high school dropout rates. Sociology of Education, 65, 766-793.
40. Fraser, B. J. (1991). Two decades of classroom environment research. In B. J. Fraser & H. J. Walberg (Eds.), Educational environments: Evaluation, antecedents, and consequences (pp. 3-27). Oxford, England: Pergamon.
41. Gamoran, A., & Nystrand, M. (1992). Taking students seriously. In F. M. Newmann (Ed.), Student engagement and achievement in American secondary schools (pp. 40-61). New York: Teachers College Press.
42. Gamoran, A., & Weinstein, M. (1998). Differentiation and opportunity in restructured schools. American Journal of Education, 106, 385-415.
43. Garmezy, N. (1991). Resiliency and vulnerability to adverse developmental outcomes associated with poverty. American Behavioral Scientist, 34, 416-430.
44. Glass, G. V., & Smith, M. L. (1978). Meta-analysis of research on the relationship of class size and achievement. San Francisco: Far West Laboratory for Educational Research & Development.
45. Glickman, C. D. (1998). Renewing America's schools: Agenda for school-based action. San Francisco: Jossey-Bass.
46. Gomez, B. (1996). Service learning and school-to-work strategies for revitalizing urban education and communities. Education and Urban Society, 28, 160-166.
47. Grant, J., Johnson, B., Richardson, I., & Fredenburg, A. (1996). The looping handbook. Peterborough, NH: Crystal Springs Books. (ED 399 083)
48. Hallinan, M. T. (1994). Tracking: From theory to practice. Sociology of Education, 67, 79-84.
49. Hampton, F., Mumford, D., & Bond, L. (1997, March). Enhancing urban student achievement through family oriented school practices. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
50. Howley, C. (1996). Compounding disadvantage: Consolidation and the effects of school and district size on student achievement. Journal of Research in Rural Education, 12, 25-32.
51. Institute for Education and the Economy of Teachers. (2001). School-to-work: Making a difference in education. New York: Teachers College, Columbia University.
52. Institute for Education and Transformation. (1992). Voices from the inside: A report on schooling from inside the classroom - Part I: Naming the problem. Claremont, CA: Claremont Graduate School.
53. Janosz, M., LeBlanc, M., Boulerice, B., & Tremblay, R. E. (1997). Disentangling the weight of school dropout predictors: A test on two longitudinal samples. Journal of Youth and Adolescence, 26, 733-762.
54. Jeanroy, D. (1996). The results of multiage grouping. School Administrator, 53, 18-19.
55. Jimerson, S., Carlson, E., Rotert, M., Egeland, B., & Sroufe, L. A. (1997). A prospective, longitudinal study of the correlates and consequences of early grade retention. Journal of School Psychology, 35, 3-25.
56. Johnson, J. A., Dupuis, V. L., Musial, D., & Hall, G. E. (1994). Introduction to the foundations of American education (9th ed). Boston: Allyn & Bacon.
57. Jordan, W. J., Lara, J., & McPartland, J. M. (1996). Exploring the causes of early dropout among race-ethnic and gender groups. Youth and Society, 28, 62-94.
58. Katz, L. G., Demetra, E., & Hartman, J. A. (1990). The case for mixed-aged grouping in early education. Washington, DC: National Association for the Education of Young Children.
59. Kinsley, C. W., & McPherson, K. (1995). Enriching the curriculum through service learning. Alexandria, VA: Association for Supervision and Curriculum Development. (ED 382 853)
60. Klonsky, M. (1995). Small schools: The numbers tell a story. A review of the research and current experiences. Chicago: University of Chicago. (ED 386 517)
61. Lee, V. E., & Smith, J. B. (1993). Effects of school restructuring on the achievement and engagement of middle-grade students. Sociology of Education, 66, 164-187.
62. Lee, V. E., & Smith, J. B. (1996, April). High school size: Which works best and for whom? Paper presented at the annual meeting of the American Educational Research Association, New York. (ED 396 888)
63. Levine, D., & Ornstein, A. (1993). School effectiveness and national reform. Journal of Teacher Education, 21, 32-34.
64. Madden, N. A., Slavin, R. E., Karweit, N. L., Dolan, L. J., & Wasik, B. A. (1993). Success for all: Longitudinal effects of a restructuring program for inner-city elementary schools. American Educational Research Journal, 30, 123-148.
65. Masten, A. S. (1994). Resilience in individual development: Successful adaptation despite risk and adversity. In M. C. Wang & E. W. Gordon (Eds.), Educational resilience in inner city America: Challenges and prospects (pp. 3-23). Hillsdale, NJ: Erlbaum.
66. McDonald, J. P. (1996). Redesigning school: Lessons for the 21st century. San Francisco: Jossey-Bass.
67. McDonald, J. P., Hatch, T., Kirby, E., Ames, N., Haynes, N. M., & Joyner, E. T. (1999). School reform behind the scenes: How ATLAS is shaping the future of education. New York: Teachers College Press.
68. McNeal, R. B. (1997). High school dropouts: A closer examination of school effects. Social Science Quarterly, 78, 209-222.
69. Meier, D. (1995). The power of their ideas: Lessons for America from a small school in Harlem. Boston, MA: Beacon Press.
70. Muncey, D. E., & McQuillan, P. J. (1996). Reform and resistance in schools and classrooms: An ethnographic view of essential schools. New Haven, CT: Yale University Press.
71. National Center for Education Statistics. (1999). Service-learning and community service in K-12 public schools. Washington, DC: U.S. Department of Education.
72. National Education Commission on Time and Learning. (1994). What we know and what we need to know. Report of the National Education Commission on Time and Learning. Washington, DC: U.S. Government Printing Office. (ED 378 685)
73. National STW Learning & Information Center. (2001). STW Initiatives. Washington, DC: Author. Available on-line at www.stw.ed.gov.
74. Newmann, F. M. (1992). Higher-order thinking and prospects for classroom thoughtfulness. In F. M. Newmann (Ed.), Student engagement and achievement in American secondary schools (pp. 62-91). New York: Teachers College Press.
75. Nichols, J. D. (2000). Scheduling reform: A longitudinal exploration of high school block scheduling structures. International Journal of Educational Reform, 9, 134-147.
76. Nyberg, K. L., McMillan, J. D., O'Neill-Rood, N., & Florence, J. M. (1997). Ethnic differences in academic retracking: A four-year longitudinal study. Journal of Educational Research, 91, 33-41.
77. Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.
78. Oakes, J. (1994). More than misapplied technology: A normative and political response to Hallinan on tracking. Sociology of Education, 67, 84-89.
79. Oakes, J., Gamoran, A., & Page, R. N. (1992). Curriculum differentiation: Opportunities, outcomes, and meanings. In P. W. Jackson (Ed.), Handbook of research on curriculum. New York: Macmillan.
80. Pallas, A. (1986). School dropouts in the United States. In J. Stern & M. Williams (Eds.), The condition of education: Statistical report (pp. 158-174). Washington, DC: U.S. Government Printing Office.
81. Pierson, L. H., & Connell, J. P. (1992). Effect of grade retention on self-system processes, school engagement, and academic performance. Journal of Educational Psychology, 84, 300-307.
82. Raywid, M. A. (1996). Taking stock: The movement to create mini-schools, schools-within-schools, and separate small schools. Madison, WI: Center on Organization and Restructuring of Schools. (ED 393 958)
83. Rivera-Batiz, F. L., & Marti, L. (1995). A school system at risk: A study of the consequences of overcrowding in New York City public schools. New York: Institute for Urban and Minority Education, Teachers College, Columbia University.
84. Robinson, G., & Wittebols, J. H. (1986). Class size research: A related cluster analysis for decision making. Arlington, VA: Educational Research Service.
85. Roderick, M. (1994). Grade retention and school dropout: Investigating the association. American Educational Research Journal, 31, 729-759.
86. Rosenfield, S. (1987). Instructional consultation. New York: Guilford.
87. Rosenthal, B. S. (1998). Non-school correlates of dropout: An integrative review of the literature. Children and Youth Services Review, 20, 413-433.
88. Rumberger, R. W. (1987). High school dropouts: A review of issues and evidence. Review of Educational Research, 57, 101-121.
89. Rutter, M. (1990). Psychosocial resilience and protective mechanisms. In J. Rolf, A. S. Masten, D. Cicchetti, K. H. Nuechterlein, & S. Weintaub (Eds.), Risk and protective factors in the development of psychopathology (pp. 181-214). New York: Cambridge University Press.
90. Schlecty, P. C. (1990). Schools for the twenty-first century. San Francisco: Jossey-Bass.
91. Serifs, D. (1990). Year round education: A closer look. NY: Author. (ED 329 008)
92. Sizer, T. R. (1996). Horaces' hope: What works for the American high school. Boston: Houghton Mifflin.
93. Slavin, R. E. (Ed.). (1989). School and classroom organization. Hillside, NJ: Erlbaum.
94. Slavin, R. E., Madden, N. A., Dolan, L. J., & Wasik, B. A. (1996). Every child, every school: Success for all. Thousand Oaks, CA: Corwin Press.
95. Smith, J. B. (1997). Effects of eighth-grade transition programs on high school retention and experiences. Journal of Educational Research, 90, 144-152.
96. Talbert, J. E., & McLaughlin, M. W. (1999). Assessing the school environment: Embedded contexts and bottom-up research strategies. In S. L. Friedman & T. D. Wachs (Eds.), Measuring environments across the life span: Emerging methods and concepts (pp. 197-228). Washington, DC: American Psychological Association.
97. Tidwell, R. (1988). Dropouts speak out: Qualitative data on early school departures. Adolescence, 23, 939-954.
98. Tyack, D., & Cuban, L. (1995). Tinkering toward utopia: A century of public school reform. Cambridge, MA: Harvard University Press.
99. U.S. Department of Education. (1999). School construction and design. Washington, DC: Author.
100. Valez, W. (1989). High school attrition among Hispanic and Non-Hispanic White youths. Sociology of Education, 62, 119-133.
101. Wachs, T. D. (1992). The nature of nurture. Newbury Park, CA: Sage.
102. Wasley, P. A. (1994). Stirring the chalkdust: Tales of teachers changing classroom practices. New York: Teachers College Press.
103. Wehlage, G. G., & Rutter, R. A. (1986). Dropping out: How much do schools contribute to the problem? Teachers College Record, 87, 374-392.
104. Wehmeyer, M., Bersani, H., & Gagne, R. (2000). Riding the third wave: Self-determination and self-advocacy in the 21st century. Focus on Autism and Other Developmental Disabilities, 15(2), 106-115.
105. Wenglinsky, H. (1997). When money matters: How educational expenditures improve student performance and when they don't. Princeton, NJ: Educational Testing Service, Policy Information Center.
106. The Workers At The Harvard Psychological Clinic; H. A. Murray, W. G. Barrett, E. Homburger (1938). Explorations in personality: A clinical and experimental study of fifty men of college, age. New York: Oxford University Press.