Abstract
A large percentage of the students who drop out of K–12 schools in the United States do so at the end of high school, at some point after grade 10. Yet little is known about the differences between types of students who drop out near the end of high school. The purpose of this study is to examine a typology of high school dropouts from a large nationally representative dataset (ELS:2002) using latent class analysis (LCA). We found three significantly different types of dropouts; Quiet, Jaded, and Involved. Based on this typology of three subgroups, we discuss implications for future dropout intervention research, policy, and practice.
Notes
Note. Subscripts that differ for each set of variable means (denoted by a, b, or c) indicate statistically significant differences by Tukey's HSD post-hoc test with p < 0.05.
Note. Significant tests are Pearson chi-square: *p ≤ 0.05, **p ≤ 0.01, ***p ≤ 0.001.
Note. Cited literature: Alexander, Entwistle, and Kabbani (Citation2001), Hauser, Simmons, and Pager (Citation2004), Janosz, LeBlanc, Boulerice, and Tremblay (Citation2000); Ream and Rumberger (Citation2008); Rumberger and Palardy (Citation2005), Swanson (Citation2004).
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