literature review about school dropout

DOI: 10.1016/J.EDUREV.2013.05.002
Corpus ID: 58891750

A Critical Review of the Literature on School Dropout

K. Witte , S. Cabus , +2 authors H. Brink
Published 1 December 2013
Education, Sociology
Educational Research Review

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Risk factors for dropping out of high school: a review of contemporary, international empirical research, typologies of early school leavers from secondary education: a review study, mentoring as prevention of early school leaving: a qualitative systematic literature review, school dropout as the result of a complex interplay between individual and environmental factors: a study on the perspectives of support workers, an economic perspective on school dropout prevention using microeconometric techniques, what do young adults’ educational experiences tell us about early school leaving processes.

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A critical review of the literature on school dropout

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Research output : Contribution to journal › Article › Academic › peer-review

Original language	English
Pages (from-to)	13-28
Journal
Volume	10
DOIs
Publication status	Published - Dec 2013

School dropout
Literature review
Determinants
Policy measures

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10.1016/j.edurev.2013.05.002

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School Dropout Keyphrases 100%
Early School Leaving Keyphrases 100%
schools INIS 100%
reviews INIS 100%
School Leaving Social Sciences 100%
Critical Review Psychology 100%
levels INIS 40%
Policy Measures Keyphrases 33%

T1 - A critical review of the literature on school dropout

AU - De Witte, Kristof

AU - Cabus, Sofie

AU - Thyssen, Geert

AU - Groot, Wim

AU - van den Brink, Henriette Maassen

PY - 2013/12

Y1 - 2013/12

N2 - This paper reviews the growing literature on early school leaving. We clarify what is at stake with early school leaving, and touch upon underlying problems and methodological issues raised in the literature. The paper investigates the levels, the methods and models with which the topic has been studied, and discusses potential (dis)advantages of each of those. We focus on early school leaving in all its complexity, and on the interplay of relevant (levels of) factors, rather than on just certain factors, typically located in individual students, schools or families. The findings in the literature are discussed and placed into perspective. Finally, a wide set of policy measures are discussed.

AB - This paper reviews the growing literature on early school leaving. We clarify what is at stake with early school leaving, and touch upon underlying problems and methodological issues raised in the literature. The paper investigates the levels, the methods and models with which the topic has been studied, and discusses potential (dis)advantages of each of those. We focus on early school leaving in all its complexity, and on the interplay of relevant (levels of) factors, rather than on just certain factors, typically located in individual students, schools or families. The findings in the literature are discussed and placed into perspective. Finally, a wide set of policy measures are discussed.

KW - School dropout

KW - Literature review

KW - Determinants

KW - Policy measures

U2 - 10.1016/j.edurev.2013.05.002

DO - 10.1016/j.edurev.2013.05.002

M3 - Article

SN - 1747-938X

JO - Educational Research Review

JF - Educational Research Review

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Dropping out of high school: a literature review, additional details.

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Why Students Drop Out of School: A Review of 25 Years of Research

This report was prepared for the California Dropout Research Project. The authors would like to thank Jeremy Finn and Stephen Lamb for their helpful comments on an earlier draft of this report, and Beverly Bavaro and Susan Rotermund for their editorial assistance.

Related Papers

Alice E Donlan

Zohreh Eslami

European Journal of Science, Innovation and Technology

Francis Thaise Cimene, PhD

This study aimed to identify factors affecting students dropping out of school through multiple lenses. It employed a qualitative research design with the key informant interview as the mode of data collection. Data were obtained from 25 key informants and they primarily fall within the age range of 18 to 19, 20 to 21, and 21 and above, indicating that the study focuses on young adults who dropped out of school. There is a fairly even distribution of male and female key informants, suggesting that both genders are represented in the study. The majority of key informants dropped out of school during their senior high school years, particularly in Grade 12. Moreover, the study identifies several key factors contributing to school dropouts, including the need to work and help the family, teenage pregnancy, difficulty coping with academic demands, bullying incidents, lack of motivation, and parental influence. These findings align with the principles of self-determination theory (SDT), which emphasizes the importance of autonomy, competence, and relatedness in motivating and retaining students in educational settings. The study highlights how external factors, such as the need to work and parental influence, can limit students' autonomy and motivation, potentially leading to disengagement and dropout. It also underscores the impact of academic struggles on students' competence and motivation, indicating that persistent academic challenges can erode confidence and motivation to continue their education.

Youth & Society

Elizabeth Stearns

Research on school dropout extends from early 20th-century pioneers until now, marking trends of causes and prevention. However, specific dropout causes reported by students from several nationally representative studies have never been examined together, which, if done, could lead to a better understanding of the dropout problem. Push, pull, and falling out factors provide a framework for understanding dropouts. Push factors include school-consequence on attendance or discipline. Pull factors include out-of-school enticements like jobs and family. Finally, falling out factors refer to disengagement in students not caused by school or outside pulling factors. Since 1966, most nationally representative studies depicted pull factors as ranking the highest. Also, administrators in one study corroborated pull out factors for younger dropouts, not older ones, while most recent research cites push factors as highest overall. One rationale for this change is a response to rising standards ...

Washington Office of Superintendent of Public Instruction

Pete Bylsma

Youth & Society

Petra Kožljan

We assessed how high school dropouts in Croatia interpret their school experiences and life circumstances, using semi-structured interviews of 20 young people, M ( SD) = 18.4 (1.23) years, 63.6% male, based on questions following a chronological life course from elementary to high school. Using qualitative content analysis and cluster analysis, we yielded a typology of high school dropouts. Four high school dropout types were identified based on the factors leading to dropout: (a) the poor academic achievers, (b) the quiet dropouts, (c) the maladjusted dropouts, and (d) the stressed dropouts. Our findings confirm the previously reported role of poor academic achievement and externalizing problems in high school dropout and additionally highlight the importance of internalizing problems and highly stressful life events for dropout risk.

Ramon Alvarado

Dropping out is a serious problem because it denies individual students their fundamental human right to education. The study aims to find out the reasons why students drop out of school and the factors that contribute to 'the high dropout rate in order to provide a programme design to identify mode of interventions to address the problem. It is a descriptive-correlational and comparative type of research. Descriptively, results revealed that financial resources were the major reason why students drop out of school. Inferentially, result showed significant differences in terms of policies and practices, student-teacher relationship, financial resources and academic performance except the nature of the curriculum which shows no significant difference by the number of times the students dropped from school year 2010-2011 to school year 2012-2013, while age, civil status and sources of tuition payment are contributory factors that lead students to drop out of school.

Dr. Petar Valkov

Donna Crouch

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Effective teacher professional development for school-based mental health promotion: a review of the literature.

1. Introduction

1.1. teachers’ role in smhp, 1.2. teacher preparation for smhp, 1.3. capacity building is critical for implementation, 1.4. effective teacher pd for smhp, 1.5. purpose of current review.

What are the components of high-quality teacher PD for SMHP that lead to effective implementation of innovations?
What is the evidence base for these components?

2. Materials and Methods

3.1. training, 3.1.1. interactive, 3.1.2. staff input, 3.2. technical assistance, 3.2.1. goals, 3.2.2. approach, 3.2.3. activities, 3.3. pd delivery considerations, 3.3.1. online vs. in-person format, 3.3.2. dosage, 3.3.3. expertise of the provider.

				Goals				Approach				Activities
Study	Training	Staff Input	Interactive	Technical Assistance	Develop Skills	Motivation	Generalization/Adaptation	Collaborative	Individualized	Data-driven	Strengths-Based	Modeling	Observation/Feedback	Reflection	Problem Solving
Becker et al., 2013 [ ]	X			X	X	X		X	X	X		X	X	X	X
Berkowitz, 2011 [ ]	X	X	X	X
Chafouleas et al., 2016 [ ]	X	X		X	X
Domitrovich et al., 2012 [ ]				X									X	X
Edgar, 2013 [ ]		X	X	X				X	X					X
Elias, 2008 [ ]	X	X		X		X								X	X
Eppler-Wolff et al., 2019 [ ]	X	X	X	X		X	X	X
Erchul, 2015 [ ]				X	X	X	X	X	X	X		X	X		X
Flaspohler et al., 2006 [ ]	X			X
Gibson et al., 2014 [ ]	X			X	X	X		X	X						X
Hamre et al., 2012 [ ]	X		X	X								X		X
Hemmeter et al., 2018 [ ]	X			X				X	X	X			X	X
Lee et al., 2014 [ ]				X		X		X	X	X		X	X	X
Owens et al., 2014 [ ]	X	X	X	X	X	X			X				X		X
Pas et al., 2015 [ ]		X		X	X		X	X		X		X	X	X	X
Schultz et al., 2015 [ ]				X	X	X		X					X		X
Silva & Gimbert, 2001 [ ]				X										X	X
Swain-Bradway et al., 2015 [ ]	X			X	X		X			X			X
Vetter, 2008 [ ]		X		X

				Goals				Approach				Activities				Other Considerations
Study	Foundational Training	Staff Input	Interactive	Technical Assistance	Develop Skills	Motivation	Generalization/Adaptation	Collaborative	Individualized	Data-driven	Strengths-Based	Modeling	Observation/Feedback	Reflection	Problem Solving	Online	Dosage	Expertise of Provider
Ashworth et al., 2018 [ ]				Q		Q	Q	Q			Q	Q	Q				X	Q
Becker et al., 2014 [ ]	T		T	X	X				X			X	X		X	T	X
Bradshaw et al., 2012 [ ]	T			T	X					X					X		X
Cappella et al., 2011 [ ]	Q	Q	Q	X				Q	X	Q	Q	Q	Q	X			X
Cunningham et al., 2013 [ ]	P		P	P	P												P
Hamre et al., 2012 [ ]	X			T					X			T	X		X	P	T
Hough, 2011 [ ]	T		P	X								P					T	P
Kutcher et al., 2013 [ ]	T		X														X
Livet et al., 2018 [ ]	X			X						X		X	X			Q	T
Owens et al., 2017 [ ]	X			P	T	T		X	T	X	X	T	X	T	X		X
Pas et al., 2015 [ ]	X			T					T	X		X	X				T
Reinke et al., 2012 [ ]	X		X	X	X	T		T	T	X	X	X	X		X		X
Steed & Durand, 2013 [ ]				X	X	T		X					X	X	X		X
Sutherland et al., 2015 [ ]	X			T	X			X	X	X		X	X	X	X		X
Wanless et al., 2013 [ ]	X			Q				Q				Q	X			X	Q

4. Discussion

4.1. future directions: research to practice, 4.2. future directions: practice to research, 5. conclusions, author contributions, data availability statement, conflicts of interest.

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Click here to enlarge figure

Component	Description
Training	Workshop to provide introduction to innovation and build needed knowledge, skills, and motivation
Staff input	Gather input (e.g., whole staff survey) regarding topics to be covered and alignment of innovation with school mission
Interactive	Employ active approaches to skill development (e.g., role playing, observation, analysis of models) and include opportunity for discussion and reflection (e.g., connect to current practices)
Technical Assistance	Ongoing professional development or guidance to improve the implementation of a program or practice, often coaching
Goals	The overall purpose of TA as part of teacher professional development for SMH is generally to improve implementation
Developing teacher skills	Enhance and refine skills acquired in training
Building motivation	Address teacher beliefs and attitudes toward the intervention, self-efficacy, commitment, and resistance to increase likelihood of behavior change
Assisting with generalization and adaptation	Help teachers adapt innovation to fit local needs and challenges and to integrate with existing curriculum, routines, schedule, and teaching style
Approach	The TA providers’ approach underlies effective delivery of TA activities
Collaborative	Work with teachers as partners by building rapport and shared understanding of goals, challenges, and progress
Individualized	Tailor frequency, intensity, and focus of support to address unique needs and challenges of different teachers
Data-drive	Use formal and informal data to identify needs, strengths, and values to best prioritize goals and assess implementation quality
Strengths-based	Acknowledge and celebrate strengths, effort, and success; build on strengths before providing feedback on growth areas
Activities	The activities of TA, undertaken using the above approaches, help to achieve TA goals
Modeling	Directly model innovation-specific skills, or provide and analyze video models of these skills
Observation and performance feedback	Repeatedly observe implementation in person or using video recording and provide detailed, targeted feedback
Reflection	Incorporate reflection throughout TA, using collaborative reflection to identify areas of focus for coaching and encourage teacher insight into progress and areas for improvement
Problem solving	Identify and address barriers through a systematic problem-solving process

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Dinnen, H.L.; Litvitskiy, N.S.; Flaspohler, P.D. Effective Teacher Professional Development for School-Based Mental Health Promotion: A Review of the Literature. Behav. Sci. 2024 , 14 , 780. https://doi.org/10.3390/bs14090780

Dinnen HL, Litvitskiy NS, Flaspohler PD. Effective Teacher Professional Development for School-Based Mental Health Promotion: A Review of the Literature. Behavioral Sciences . 2024; 14(9):780. https://doi.org/10.3390/bs14090780

Dinnen, Hannah L., Nicole S. Litvitskiy, and Paul D. Flaspohler. 2024. "Effective Teacher Professional Development for School-Based Mental Health Promotion: A Review of the Literature" Behavioral Sciences 14, no. 9: 780. https://doi.org/10.3390/bs14090780

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Development and validation of the high school students’ Mathematics Discourse Feedback Skills Scale (MDFSS)

Published: 07 September 2024

Cite this article

Hao Chen 1 , 2 ,
Sanyi Tang 3 ,
Shang Zhang 1 ,
Jie Xu 1 &
Guangsheng Wang 3

This study aimed to develop an instrument for assessing high school students’ mathematics discourse feedback skills (MDFS) in order to measure their feedback literacy performance in mathematics. First, the researcher constructed a theoretical framework of MDFS, including comparative analysis, expressing communication, mathematical reasoning, monitor and adjust, diagnostic evaluation, and implementation capacity, through literature review, and designed the mathematics discourse feedback skills scale (MDFSS) questions accordingly. Subsequently, 9 experts conducted two rounds of content validity tests on the theoretical framework and scale questions, while 32 high school student volunteers conducted surface validity tests. Then, 273 high school students participated in the item analysis of the scale. Ultimately, 1681 high school students assessed the structural validity of the scale. In these assessments, exploratory factor analysis was conducted on 841 high school students, and confirmatory factor analysis with first-order and second-order models was conducted on 840 students. The study also conducted reliability, validity, and measurement invariance tests on the survey questionnaire. Based on the results of these analyses, the researcher confirmed that the final version of the scale consisted of 24 items. The results of the study indicated that the scale provided a valid evidence for measuring the MDFS of high school students. The study is of great significance to academic and educational practice, as it not only deepens the research on student feedback literacy in mathematics, but also provides a valuable reference tool for improving the academic quality of mathematics among high school students in China and other Asian countries.

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Data availability

The data generated during the current study are not publicly available since they constitute an excerpt of research in progress. Data are available from the corresponding author on reasonable request.

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Acknowledgements

The authors would like to thank all those who participated in this study. They are also grateful to Professor Robert A. Cheke from the UK for language editing, and to the Editor-in-Chief, Associate Editors, and anonymous reviewers for their valuable comments on this paper.

This study is supported by the National Natural Science Foundation of China (NSFC: 12031010).

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Hao Chen, Shang Zhang & Jie Xu

Affiliated Secondary School, Xizang Minzu University, 712082, Xianyang, People’s Republic of China

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Contributions

Hao Chen drafted the manuscript. Sanyi Tang and Guangsheng Wang served as the research advisor. Guangsheng Wang and Hao Chen contributed significantly to the conception, the data analysis, and manuscript revision. Shang Zhang and Jie Xu collected the data and worked as writer’s assistant. All authors contributed to the article and approved the submitted version.

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Correspondence to Guangsheng Wang .

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Chen, H., Tang, S., Zhang, S. et al. Development and validation of the high school students’ Mathematics Discourse Feedback Skills Scale (MDFSS). Curr Psychol (2024). https://doi.org/10.1007/s12144-024-06578-1

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Why students drop out of high school: Comparisons from three national surveys (Statistical Brief No. 2). Santa Barbara: California Dropout Research Project, Linguistic Minority Research Institute. ... Why students drop out of school: A review of 25 years of research. ... A systematic review of the literature on the causes of early school le...
A critical review of the literature on school dropout
This literature review has made clear that the role of the economy, politics, and society in general is often left out of the picture. Moreover, school systems' organization and its effect on early school leaving is also still underexplored. As a Dutch case study (Kalmijn & Kraaykamp, 2003) has suggested, its very conception may sometimes ...
A Critical Review of the Literature on School Dropout
Dropping Out of High School: The Influence of Race, Sex, and Family Background. R. Rumberger. Sociology. 1983. This paper examines the extent of the high school dropout problem in 1979 and investigates both the stated reasons students leave school and some of the underlying factors influencing their decision.….
PDF Why Students Drop Out of School: A Review of 25 Years of ...
and student mobility (Rumberger, 2003). The last comprehensive reviews of the dropout literature were done in the 1980s (Finn, 1989; Rumberger, 1987). Since that time, a large number of empirical studies have been published. This paper provides a contemporary review of the vast research literature on predictors of high school dropout and ...
(PDF) School dropout
show that 3.4% of students dropped out that year. Alternatively, status dropout is the percentage. of 16- to 24-year-olds who are not enrolled in school and have not earned a high school ...
PDF Factors Affecting Student Drop-Out Behavior: A Systematic Review
by many researchers. Hence, this systematic review aims to review the empirical literature and studies published between 2015- 2023 and identify the common factors affecting student dropout behavior as well as interventions implemented to minimize dropout rates. School dropout is a behavioral change where students stop attending school. It
Dropout Prevention and Intervention Programs: Effects on School
Many programs that give attention to reducing school dropout, whether specifically billed as dropout programs or not, are informed by research on the risk factors associated with school dropout (cf. Hammond, Linton, Smink, & Drew, 2007). School or class restructuring programs are common in the literature on school dropout, and are becoming ...
Dropping out of university: a literature review
These are 1) the national education system, e.g., the country's financing policy, 2) the higher education institutions, e.g., the type of institution or teaching quality, and 3) the students themselves, with this last aspect subdivided into a) pre-study determinants, such as the secondary school type, and b) study-related aspects, such as ...
A systematic review of the literature related to dropout for students
In this review, the authors examined the indicators of dropout among students with high-incidence disabilities at the secondary level within correlational literature. Thirteen studies met inclusion criteria and suggest two important areas of focus in predicting and preventing dropout: school engagement and restrictive educational placement.
A critical review of the literature on school dropout
7 Discussion 7.1 Alternative credentials as an answer to school dropout This literature review has made clear that the role of the economy, politics, and society in general is often left out of the picture. Moreover, school systems' organization and its effect on early school leaving is also still underexplored. As a Dutch case study (Kalmijn ...
Student Engagement and School Dropout: Theories, Evidence ...
For example, a literature review showed that for gifted students presenting a potential for high academic achievement, absenteeism, academic failure and underachievement, substance use, learning disabilities, family conflicts, and behavioral disengagement were all associated with school dropout, as they are for students from the general ...
A critical review of the literature on school dropout
title = "A critical review of the literature on school dropout", abstract = "This paper reviews the growing literature on early school leaving. We clarify what is at stake with early school leaving, and touch upon underlying problems and methodological issues raised in the literature. The paper investigates the levels, the methods and models ...
School Dropout: A Conceptual Approach to Reviewing the Literature
1) Involuntary dropouts (leave school because of uncontrollable circumstances, e.g., illness, accident, family emergency) - easy to explain, difficult to predi ct. 2) Scholastically retarded ...
Risk Factors for School Absenteeism and Dropout: A Meta-Analytic Review
School absenteeism and dropout are associated with many different life-course problems. To reduce the risk for these problems it is important to gain insight into risk factors for both school absenteeism and permanent school dropout. Until now, no quantitative overview of these risk factors and their effects was available. Therefore, this study was aimed at synthesizing the available evidence ...
PDF Dropout Prevention; Dropout Programs; Dropout Research; *Dropouts
This literature review describes the major topics covered in the literature on school dropouts between 1988 and 1994, with special attention to the reasons why youth leave school. It analyzes recent literature on these topics, and links this literature to that on intervention programs meant to keep youth in school and prepare them for employment. A
Dropping Out of High School: A Literature Review
Abstract. Although far more students graduate from high school than in 1930, the overall dropout rate has remained at about 25 percent since 1965. Males, Native Americans, poor academic performers, and youths of lower socioeconomic status are more likely than others to drop out of school. The consequences include lower income or unemployability ...
Why Students Drop Out of School: A Review of 25 Years of Research
Why Students Drop Out of School: A Review of 25 Years of Research. ... The study aims to find out the reasons why students drop out of school and the factors that contribute to 'the high dropout rate in order to provide a programme design to identify mode of interventions to address the problem. It is a descriptive-correlational and comparative ...
PDF Factors Contributing to School Dropout Among the Girls: a Review of
dropout pattern significantly differs by the gender of the students. This paper clarifies the factors that contribute to the increasing dropout rate of children, particularly among girls by making a detailed review of available literature. Most past reviews on the school dropout issue have been carried out regardless of the gender of the students.
PDF School Leaving Prevent Dropout and Early
A LITERATURE REVIEW ON POLICIES TO PREVENT DROPOUT AND EARLY SCHOOL LEAVING OECD Education Working Paper No. 53 by Cecilia S. Lyche . Contact: Ms. Beatriz Pont, Tel: +33 (0)1 45 24 18 24, e-mail: [email protected] ... Why students drop out . Causes for early school leaving are highly complex and very much interrelated. There has been
Perspectives on the Factors Affecting Students' Dropout Rate During
This study primarily aims at studying the factors affecting the school dropout rate during the pandemic. Lockdown is the first step that any country starts to adopt for the safety of its general public. ... Literature Review. ... Rumberger R. W. (1987). High school dropouts: A review of issues and evidence. Review of Educational Research, 57(2 ...
Effective Teacher Professional Development for School-Based Mental
Teachers are critically involved in the delivery of school-based mental health promotion (SMHP) interventions in school, though pre-service teacher education often leaves teachers feeling underprepared in this area. Thus, understanding how best to build teachers' capacity for delivery through effective professional development (PD) is essential for teachers to fulfill their role as delivery ...
Development and validation of the high school students' Mathematics
This study aimed to develop an instrument for assessing high school students' mathematics discourse feedback skills (MDFS) in order to measure their feedback literacy performance in mathematics. First, the researcher constructed a theoretical framework of MDFS, including comparative analysis, expressing communication, mathematical reasoning, monitor and adjust, diagnostic evaluation, and ...