ERIC Number: ED247353
Record Type: Non-Journal
Publication Date: 1984
Reference Count: N/A
Desegregation and Dropping Out in One School District.
Doss, David A.
Students of ninth-grade age in Austin, Texas, were studied to discover how desegregation affected dropout rates for Blacks, Hispanics, and Anglo/Others. Examination of the gross dropout percentages over the first 15 months suggests that impacted-only (nonreassigned, but in impacted schools) minority students were twice as likely to drop out as unaffected (nonreassigned in nonimpacted schools) minority students. Black and Hispanic males were even more likely to drop out if they were reassigned to impacted schools. However, reassignment had no appreciable effect on Hispanic females, and reassigned Black females dropped out at a rate no higher than unaffected Black females. Anglo/Other males had a pattern similar to Black females and Anglo/Other females; that is, they were not much affected. The gross percentages over the longer term (2 1/2 years) suggest an impact of a different nature. Hispanic males had a high dropout rate regardless of assignment. The likelihood of dropping out for Hispanic females and Black males increased moderately if in an impacted school and markedly if reassigned. Black females were most likely to drop out if they were impacted only. Anglo/Others dropped out least when reassigned. When the gross percentages were controlled for grade point average, grade and discipline results were different for some of the groups. Either way, however, the results indicate clearly that desegregation had a negative effect on the holding power of the school district for some students. (CMG)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: Austin Independent School District, TX. Office of Research and Evaluation.