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• W2732959020 abstract "This paper describes the development of a predictive model to determine potential high school dropouts and identify areas for intensified assistance at the individual or group level. V. Tinto's (1975, 1987) model of college attrition was validated for use with high school students in rural, low socioeconomic areas of the Southeast. Ex post facto survey data were gathered from 331 high school seniors and dropouts from the senior cohort in three rural southeastern school districts. The CHAID (Chi Square Automatic Interaction Detector) procedure was used to perform segmentation modeling, dividing the sample into dropouts and persisters and then splitting each group into smaller and smaller subgroups that were mutually exclusive, significantly different with regard to an independent variable, and no smaller than 10 subjects. The CHAID model identified academic achievement as the most important determinant of persistence or dropout, and showed that students at different levels of academic achievement had unique identifying characteristics related to the dropout decision. Other findings were related to the effects on persistence of retention in grades 1-7, extracurricular participation, academic and social synthesis, sense of school membership, race, and gender. Further exploratory study of one of the districts (in Appalachia) highlighted the importance of mother's expectations for her child and mother's educational background. Contains 52 references. (SV) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** PRESENTATION OF SOCIAL AND ACADEMIC FACTORS THAT ENCOURAGE PERSISTENCE IN SECONDARY SCHOOLS IN RURAL, LOW SOCIOECONOMIC AREAS OF TW SELECTED SOUTHEASTERN STATES U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES S )INFORMATION CENTEIC Itrrnrs document has been reproduced as received from the person or organization originating d. Minor changes have been made to improve reproduction quality. Points of new or opinions stated in this deco menu do not necessarily represent official OERI position or policy. Patricia C. Everett Georgia State University Majorie Bass Georgia State University Donald Steele Georgia State University Alfred McWilliams Georgia State University Atlanta, GA 30303-3083 (404) 651-3158 PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). Paper presented at the 1997 Annual Meeting of the American Educational Research Association, Chicago, Illinois, March 24-28, 1997. 2 BEST COPY AVAILABLE PRESENTATION OF SOCIAL AND ACADEMIC FACTORS THAT ENCOURAGE PERSISTENCE IN SECONDARY SCHOOLS IN RURAL, LOW SOCIOECONOMIC AREAS OF TWO SELECTED SOUTHEASTERN STATES The purpose of this study was the development of a predictive model to determine potential dropouts and to identify areas for intensified assistance at the individual or group levels. Tinto's model (1975, 1987) of college attrition was validated for use with high school students in rural, low socioeconomic areas of the southeastern United States. Ex post facto survey data were gathered from seniors and dropouts from the senior cohorts in three school districts. In an explanatory run of the model, the CHAID statistical procedure for segmentation modeling showed high school grades to be the most significant predictor with additional factors entering the model at segmented achievement levels. With the addition of cut points for the independent variables, a change in the dependent variable, and data gathered early in the students' school experiences, the model may serve as a predictor model for the dropout/persistence decision and provide guidance for dropout prevention programs. previou, Research In the literature after 1965, researchers concluded that persons from low socioeconomic backgrounds and minorities were overly represented in the dropout population (Bottoms & Presson, 1991; Ekstrom, Goertz, Pollack, & Rock, 1986; McMillen, Kaufman, & Whitener, 1994; Rumberger, 1987). This focus on the fixed attributes has been detrimental to educational reform and has hindered changing school policies and practices (Wehlage & Rutter, 1986). While many of the exogeneous variables are beyond the control of the school, other variables that contribute to the longitudinal process of dropping out of school have been identified and may be modified. Research has consistently shown that poor academic performance (lack of academic integration) and dislike of school (Lack of of social integration singularly or in combination with academic integration) are the primary reasons given by students for leaving school before graduation" @default.
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• W2732959020 date "1997-03-01" @default.
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• W2732959020 title "Presentation of Social and Academic Factors That Encourage Persistence in Secondary Schools in Rural, Low Socioeconomic Areas of Two Selected Southeastern States." @default.
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