NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ866473
Record Type: Journal
Publication Date: 2009-Oct
Pages: 5
Abstractor: As Provided
Reference Count: 6
ISBN: N/A
ISSN: ISSN-0305-5698
Non-Cognitive Abilities and Early School Dropout: Longitudinal Evidence from NELS
O'Connell, Michael; Sheikh, Hammad
Educational Studies, v35 n4 p475-479 Oct 2009
Educational success is often synonymous with attainment of academic qualifications. However for some students, simply continuing to attend school rather than dropping out may represent an important attainment, and completion of secondary school significantly reduces chances of subsequent chronic poverty. The longitudinal US NELS dataset was assessed to examine predictors of dropout. Results supported a differentiated perspective of student outcomes whereby dropout before Grade 12 was predicted far less by prior academic achievement in Grade 8 than academic achievement in Grade 12, and to a greater extent by non-cognitive measures such as daily school preparation, planning and subjective peer perception. Cognitive ability measures are known to correlate well with academic achievement but "non-cognitive abilities" may have an important role in the prediction of persistence, especially among marginalised students. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 12; Grade 8; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A