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ERIC Number: ED012486
Record Type: RIE
Publication Date: 1967-Feb-16
Pages: 36
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
A STUDY OF LONGITUDINAL PATTERNS OF FAILURE AMONG HIGH SCHOOL DROP-OUTS AND POORLY PERFORMING GRADUATES.
STOLLER, DAVID S.
THE RELATIONSHIP BETWEEN PATTERNS OF POOR PERFORMANCE AND SIGNIFICANT DISTINGUISHING FACTORS WHICH MIGHT IDENTIFY DROPOUTS IS EXPLORED. DATA WERE OBTAINED ON 270 STUDENTS (FROM A PARENT POPULATION OF 2,500) WHO WERE POOR PERFORMERS (POOR PERFORMANCE BEING DEFINED AS THREE "D'S" OR "F'S" IN HIGH SCHOOL). THE VAST MAJORITY OF THESE POOR PERFORMERS COULD BE IDENTIFIED EARLY IN THEIR ACADEMIC CAREERS. THE AREAS OF CRITICAL PERFORMANCE WERE PRIMARILY IN THE ENGLISH COURSES AND IN MATHEMATICS. AFTER ONSET OF FAILURES DURING THE FIRST 2 YEARS, THERE IS A FAIRLY CONSISTENT DISTRIBUTION OF FAILURES THROUGHOUT THE ACADEMIC CAREERS OF THESE STUDENTS. THROUGH THE YEARS, ENGLISH WAS MOST FREQUENTLY FAILED, WHILE MATH AND SOCIAL STUDIES WERE THE NEXT MOST DIFFICULT AREAS. THE FURTHER ALONG THE POOR PERFORMER'S ACADEMIC CAREER, THE WORSE THE GRADES BECAME. BOYS TENDED TO DROP OUT THROUGH GRADES 10-12, IN CONTRAST TO GIRLS WHO MOST FREQUENTLY LEFT IN THE 12TH GRADE. EARLY PERFORMANCE WAS FOUND TO BE A GOOD INDICATOR OF LATER ACADEMIC DIFFICULTY BUT NOT AS GOOD AN INDICATOR OF A STUDENT'S DROPOUT POTENTIAL. (SK)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: National Center for Educational Statistics (DHEW/OE), Washington, DC.; Abt Associates, Inc., Cambridge, MA.
Identifiers: DISTRICT OF COLUMBIA; NEW ENGLAND