ERIC Number: ED441883
Record Type: Non-Journal
Publication Date: 2000-Apr
Reference Count: N/A
Urban Youth and Schooling: The Effect of School Climate on Student Disengagement and Dropout.
Pellerin, Lisa A.
This study investigated the effects of schools' academic and disciplinary climates on student disengagement and dropping out, noting whether these effects varied by race/ethnic group. Data came from the High School Effectiveness Study (HSES), which allows contextual analysis of urban youth in their high schools, and the Common Core of Data, from the U.S. Department of Education. The final school sample size was 168. Student sample sizes were 3,927 for 12th grade disengagement analyses and 4,743 for dropout analyses. HSES provided student-level and school-level sampling weights. Race was the primary student-level variable. School-level variables were school problems, academic climate, truancy policy, and student body characteristics. For students who persisted to 12th grade, there were almost no race/ethnic differences in disengagement when 10th grade disengagement was controlled. Race differences in school effects disappeared after 10th grade, but only because more disengaged minority students disappeared from schools. There were significant differences among the race/ethnic groups in 10th grade disengagement levels. Higher socioeconomic status associated with lower dropout rate, and it created significant white-minority gaps. Students did best in authoritative schools and worst in neglecting schools. (Contains 65 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: American Educational Research Association, Washington, DC.; Office of Educational Research and Improvement (ED), Washington, DC.; National Center for Education Statistics (ED), Washington, DC.; National Science Foundation, Arlington, VA.; Jessie Ball DuPont Religious Charitable and Educational Fund, Jacksonville, FL.; North Carolina Univ., Chapel Hill.; Spencer Foundation, Chicago, IL.
Authoring Institution: N/A