More Than One Gap: Dropout Rate Gaps Between and Among Black, Hispanic, and White Students

• Published in: Journal of advanced academics 2007-11, Vol.19 (1), p.32-64
• Main Authors: Carpenter, Dick M., Ramirez, Al
• Format: Article
• Language: English
• Subjects: Academic Achievement; Achievement Gap; African American Students; Analysis; Dropout Prevention; Dropout Rate; Dropout Research; Dropouts; Education; Education and state; English (Second Language); Evaluation; Extracurricular Activities; Family Structure; Gender Differences; High Schools; Hispanic American Students; Home and school; Homework; Interpretation and construction; Language Usage; Leisure Time; Longitudinal Studies; Low Achievement; Mathematics Achievement; Methods; Minority Groups; Minority students; Parent Participation; Parent School Relationship; Racial Differences; Scores; Secondary School Students; Socioeconomic Status; Statistics; Study Habits; Suspension; Teacher Qualifications; White Students
• ISSN: 1932-202X; 2162-9536
• DOI: 10.4219/jaa-2007-705

The achievement gap, traditionally measured by test scores, also can be documented by dropout behavior. Examining dropout behavior among Black, White, and Hispanic students, with a particular focus on gaps within groups and not just between Whites and minorities, shows a clearer picture of the achievement gap. The results of our study show multiple achievement gaps both between and within groups, ultimately concluding that within-group gaps were often more significant than gaps between groups. Through hierarchical linear modeling, we found two common predictors for all three groups—being held back and number of suspensions. Hispanic and White students showed three additional predictors in common—time spent on homework, gender, and family composition. White and Black students shared only one common predictor beyond suspensions and being held back: parental involvement. Black and Hispanic students shared no additional common predictors. Finally, race/ethnicity generally proved not to be a significant predictor of dropping out. Gaps within groups may be more significant than those between groups. Such differences further reinforce our concern about the practice of establishing policy initiatives that conflate all minority group students into a monolithic whole. Our research suggests that policy makers and school leaders should craft dropout prevention policies and programs with sufficient flexibility to allow school-level personnel to individualize said policies and practices based on local conditions.