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Grades and Graduation: A Longitudinal Risk Perspective to Identify Student Dropouts

Bowers, Alex J.

Studies of student risk of school dropout have shown that current predictors of “at-risk” status do not accurately identify a large percentage of students who eventually dropout. Through the analysis of the entire grade 1-12 longitudinal cohort-based grading histories of the class of 2006 for two school districts in the United States, this study extends past longitudinal conceptions of dropout to a longitudinal risk perspective, using survival analysis, life tables and discrete-time hazard modeling to appropriately account for student graduation, transfer or dropout. The risk of dropout began in grade 7, with the most hazardous years at grades 8 and 11. A novel calculation of teacher assigned grades, non-cumulative GPA, is identified as a strong predictor of student dropout.

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Also Published In

Title
The Journal of Educational Research
DOI
https://doi.org/10.1080/00220670903382970

More About This Work

Academic Units
Education Leadership
Published Here
September 3, 2013

Notes

KEYWORDS: Dropout, dropout prediction, graduation, at-risk, grades (scholastic), retention, survival analysis, discrete-time hazard modeling, logistic regression, longitudinal studies