Methodological problems in estimating dropout rates and the implications for studying dropouts from special education

Abstract

Variability in reported estimates of dropout rates are, in part, due to factors that operate independently of true differences that have been demonstrated for student characteristics as well as home and school features. We examine differences in definitions of dropouts, computational methods, and the complexities in defining cohorts. Finally, we explore the importance of sample attrition. We argue that reliable and valid dropout rate estimates are essential before it is possible to establish reasons/causes for dropping out or to design prevention programs.     

Diagnostic teaching

Politics often has a bad name yet this should be the art and study of living together. Maybe our hostility to politics is partly due to lack of education. Doug Harwood explores these dilemmas with practical examples in the first of two articles. It too emphasises the need for discussion and argument.     

Social-Emotional Predictors of Postsecondary Enrollment for Students with Disabilities: Findings from a Nationally Representative Sample

Despite improvement in educational opportunity and outcomes, students with disabilities remain substantially less likely to participate in postsecondary education than individuals without disabilities. The purpose of this exploratory study was to examine the relations of teacher-rated social-emotional skills to postsecondary enrollment among students with disabilities. Using data from the National Longitudinal Transition Study-2, a classification tree analysis was conducted to ascertain which social-emotional skills were predictive of postsecondary enrollment in conjunction with student sociodemographic characteristics. Results indicate that compliance and, to a lesser extent, peer-relations skills, in addition to family income, predict postsecondary enrollment for students with high-incidence disabilities. This finding suggests that social-emotional skills play an important role in postsecondary enrollment for students with disabilities, providing support for the use of social-emotional skills interventions in improving postsecondary enrollment rates for students with disabilities.     

Assessment matters: What are students learning about sustainability?

Kimberly Yousey‐Elsener, Diana Richter Keith, and Staci Lynne Ripkey provide a model to integrate sustainability efforts, student learning, and assessment into one coherent process.     

Buffering against performance classroom goal structures: The importance of autonomy support and classroom community

The culture of schooling in the United States has become increasingly focused on outwardly proving student competence. Some achievement goal theorists suggest that a major casualty of performance-oriented classroom environments may be student motivation for developing and improving competence. The present study extends across theoretical frameworks of motivation to highlight student perceptions of contextual variables that may mitigate or “buffer” the negative relationship between a perceived performance-oriented classroom goal structure and mastery goals. Survey data were collected from 178 high school students in 15 mathematics classes. Multilevel modeling was used to test student perceptions of three contextual buffers: classroom community, teacher’s autonomy support, and a mastery classroom goal structure. Two significant interactions revealed that classroom community and autonomy support erased the negative effect of a perceived performance classroom goal structure. Results provide practitioners with tools for counteracting potential negative implications of emphasizing performance in the classroom.