Dropping Out: Can Schools be Expected to Prevent It? (From Dropouts from School: Issues, Dilemmas, and Solutions, P 1-19, 1989, Lois Weis, Eleanor Farrar, et al., eds. -- See NCJ-129690)

• NCJ Number: 129691
• Author(s): G G Wehlage
• Date Published: 1989
• Length: 19 pages
• Sale Source: California Correctional Peace Officers Assoc
• Publication Type: Best Practice/State-of-the-Art Review
• Language: English
• Country: United States of America

Annotation

The role and responsibility of schools to prevent students from dropping out is examined in relation to student characteristics and school practices and policies.

Abstract

A brief review is presented of several national studies on the characteristics of the students along with their family and cultural backgrounds as correlates of dropping out rather than on school characteristics affecting dropout rate. In contrast, data are provided to show that Catholic schools are markedly more effective than public schools and other private schools regarding at-risk students; minority, poor, deficient home families; and school problems to graduation. This difference between Catholic schools and other schools is attributed to certain school characteristics such as the Catholic school culture and teacher behavior. A theory of school membership offers a partial explanation for school effectiveness and dropping out. Students and schools interact to establish school membership for individuals which involves reciprocal relations between the student and adults to either strengthen or weaken student bonds to the school. 12 notes