Student Transition to High School and Persistence: Highlighting the Influences of Social Divisions and School Contingencies

Although explanations for why students drop out of high school have drawn considerable attention for many years (often focusing on their deficits or background risks), researchers have recently turned their attention to ways in which school environments, structures, and practices may influence stude...

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Bibliographic Details
Published in:American journal of education 2006-05, Vol.112 (3), p.418-446
Main Authors: Heck, Ronald H., Mahoe, Rochelle
Format: Article
Language:English
Subjects:
Ability grouping
Academic Achievement
Academic education
Academic Persistence
Behavior Problems
Contingency Management
Education
Educational Attainment
Educational Indicators
Educational Policy
Educational Research
Graduation Rate
Guidance Programs
High school students
High schools
Hispanics
Language Skills
Longitudinal Studies
Minority & ethnic groups
Minority group students
Organizational Theories
Race
School dropouts
Secondary school curricula
Secondary school students
Secondary schools
Social Class
Social Influences
Social integration
Socioeconomic status
Transitional Programs
Transitions
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Summary:Although explanations for why students drop out of high school have drawn considerable attention for many years (often focusing on their deficits or background risks), researchers have recently turned their attention to ways in which school environments, structures, and practices may influence students’ successful transition to high school and eventual graduation. In this article, we provide results from a multilevel, longitudinal study describing how individuals, their social groupings (social class, race‐ethnicity), and organizational features of schools intersect in ways that have consequences for students’ likelihood for receiving diplomas.
ISSN:0195-6744
1549-6511
DOI:10.1086/500715