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School Climate Characteristics Assoc...

Lee, Talisha.

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School Climate Characteristics Associated with Dropout Rates for Black and White Students.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	School Climate Characteristics Associated with Dropout Rates for Black and White Students./
Author:	Lee, Talisha.
Description:	184 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-05, Section: B, page: .
Contained By:	Dissertation Abstracts International72-05B.
Subject:	African American Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3448529
ISBN:	9781124550886

School Climate Characteristics Associated with Dropout Rates for Black and White Students.
Lee, Talisha.

School Climate Characteristics Associated with Dropout Rates for Black and White Students. - 184 p.

Source: Dissertation Abstracts International, Volume: 72-05, Section: B, page: .

Thesis (Ph.D.)--University of Virginia, 2010.

This study investigated school characteristics that were predictive of high school dropout rates for Black and White students using a sample of 289 public high schools from the Virginia High School Safety Study. School structure (consistency and enforcement of school rules and discipline) and support (availability of caring adults) were tested for a direct statistical influence on dropout rates after controlling for school level risk factors of urbancity, proportion of minority students, and proportion of students eligible for a free or reduced price meal (FRPM). Scatterplots for student dropout rates revealed a curvilinear relationship between the Black dropout rate and the proportion of Black students, with higher dropout rates in schools with relatively few Black students and in schools with a majority of Black students. This curvilinear relationship was also found between the White dropout rate and the proportion of White students. Hierarchical multiple regression analyses found that neither structure nor support were uniquely predictive of dropout rates for Black or White students. To investigate the combined role of structure and support, schools were categorized as authoritative (high structure, high support) or authoritarian (high structure, low support). T-tests found that authoritative schools had significantly lower whole-school and White dropout rates than authoritarian schools, but there were no significant differences in Black dropout rates. Lastly, suspension rates were used as a method of distinguishing authoritative schools from authoritarian schools. This study found that higher rates of suspension were significantly associated with higher dropout rates for all students, as well as for Black and White students. These results were maintained after statistically controlling for school racial composition, FRPM, urbanicity, per pupil expenditure, teacher victimization, student aggressive attitudes, and peer acceptance of school rules. The major conclusion from this study is that efforts to reduce high suspension practices and facilitate a structured and supportive school climate may be useful strategies to reduce high school dropout rates.

ISBN: 9781124550886Subjects--Topical Terms:

1669123
African American Studies.

School Climate Characteristics Associated with Dropout Rates for Black and White Students.
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245 1 0 $a School Climate Characteristics Associated with Dropout Rates for Black and White Students.
300 $a 184 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-05, Section: B, page: .
500 $a Advisers: Peter Sheras; Dewey Cornell.
502 $a Thesis (Ph.D.)--University of Virginia, 2010.
520 $a This study investigated school characteristics that were predictive of high school dropout rates for Black and White students using a sample of 289 public high schools from the Virginia High School Safety Study. School structure (consistency and enforcement of school rules and discipline) and support (availability of caring adults) were tested for a direct statistical influence on dropout rates after controlling for school level risk factors of urbancity, proportion of minority students, and proportion of students eligible for a free or reduced price meal (FRPM). Scatterplots for student dropout rates revealed a curvilinear relationship between the Black dropout rate and the proportion of Black students, with higher dropout rates in schools with relatively few Black students and in schools with a majority of Black students. This curvilinear relationship was also found between the White dropout rate and the proportion of White students. Hierarchical multiple regression analyses found that neither structure nor support were uniquely predictive of dropout rates for Black or White students. To investigate the combined role of structure and support, schools were categorized as authoritative (high structure, high support) or authoritarian (high structure, low support). T-tests found that authoritative schools had significantly lower whole-school and White dropout rates than authoritarian schools, but there were no significant differences in Black dropout rates. Lastly, suspension rates were used as a method of distinguishing authoritative schools from authoritarian schools. This study found that higher rates of suspension were significantly associated with higher dropout rates for all students, as well as for Black and White students. These results were maintained after statistically controlling for school racial composition, FRPM, urbanicity, per pupil expenditure, teacher victimization, student aggressive attitudes, and peer acceptance of school rules. The major conclusion from this study is that efforts to reduce high suspension practices and facilitate a structured and supportive school climate may be useful strategies to reduce high school dropout rates.
590 $a School code: 0246.
650 4 $a African American Studies. $3 1669123
650 4 $a Black Studies. $3 1017673
650 4 $a Education, Guidance and Counseling. $3 1017740
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Psychology, Clinical. $3 524864
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790 1 0 $a Cornell, Dewey, $e advisor
790 $a 0246
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3448529