The Utility of Educational Resilience for Studying Degree Attainment in School Dropouts

The few studies that have compared dropouts with and without degrees have provided information that has limited application for policy and prevention, because factors identified as associated with degree attainment are ones that are difficult to affect. The present study examined diploma and GED att...

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Bibliographic Details
Published in:The Journal of educational research (Washington, D.C.) D.C.), 2002-01, Vol.95 (3), p.167-178
Main Author: Wayman, Jeffrey C.
Format: Article
Language:English
Subjects:
Academic Achievement
Achievement tests
Biological and medical sciences
Children & youth
Data imputation
diploma and GED attainment
Dropout Research
Education policy
Educational Development
Educational psychology
educational resilience
Ethnicity
Fundamental and applied biological sciences. Psychology
Grade 10
High school diplomas
High school equivalency programs
High school students
High Schools
Hispanic Americans
Inner city
Mexican Americans
Minority & ethnic groups
Missing data
multiple imputation
Prevention
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Pupil and student. Academic achievement and failure
returning dropouts
School dropout programs
School dropouts
School environment
Secondary schools
Self esteem
Socialization
Students
Studies
Success
Teenagers
Test scores
Variables
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Summary:The few studies that have compared dropouts with and without degrees have provided information that has limited application for policy and prevention, because factors identified as associated with degree attainment are ones that are difficult to affect. The present study examined diploma and GED attainment in Mexican American and non-Latino White dropouts, hypothesizing that utilization of the educational resilience framework would increase knowledge about degree attainment in dropouts and provide factors that are more easily affected by practitioners. Logistic regression was used to determine factors associated with degree attainment, and multiple imputation was used to account for sample bias due to nonparticipation. Results indicated that viewing the returning dropout as a resilient student does provide a more useful set of factors associated with degree attainment.
ISSN:0022-0671
1940-0675
DOI:10.1080/00220670209596587