From first grade forward: Early foundations of high school dropout
From first grade forward: Early foundations of high school dropout
复制标题
DOI：
10.2307/2673158
复制
发表时间：
1997-04-01
影响因子：
3.9
通讯作者：
Horsey, CS
中科院分区：
文献类型：
--
作者：
Alexander, KL;Entwisle, DR;Horsey, CS
在追踪从1982年秋季到1996年初春的巴尔的摩学童从入学到一年级的教育进展过程中，作者考察了儿童的个人素质、一年级经历和家庭环境作为高中辍学的前兆。Logistic回归分析被用来确定辍学的预测因素，涉及家庭背景措施(有压力的家庭变化、父母的态度和父母的社会化做法)、儿童的个人资源(态度和行为)和学校经历(考试成绩、分数和跟踪安置)。这些不同的措施被发现独立于社会人口统计因素影响辍学，并解释了与家庭社会经济地位、性别、家庭类型和其他“风险因素”相关的辍学几率差异的主要原因。两位作者对辍学采取了终生观点，认为辍学是一个长期学术脱离过程的顶峰。
In tracking the educational progress of a sample of Baltimore school-children from entrance into first grade in fall 1982 through early spring 1996, the authors examined the children's personal qualities, first-grade experiences, and family circumstances as precursors to high school dropout. Logistic regression analyses were used to identify predictors of dropout involving family context measures (stressful family changes, parents' attitudes, and parents' socialization practices), children's personal resources (attitudes and behaviors), and school experiences (test scores, marks, and track placements). These various measures were found to influence dropout independently of sociodemographic factors and account for much of the difference in the odds of dropout associated with family socioeconomic status, gender, family type, and other ''risk factors.'' The authors take a life-course perspective on dropout, viewing it as the culmination of a long-term process of academic disengagement.