title: Longitudinal predictors of high school completion.
abstract: This longitudinal study examined predictors of dropout assessed in elementary school. Student demographic data, achievement, attendance, and ratings of behavior from the Behavior Assessment System for Children were used to predict dropout and completion. Two models, which varied on student sex and race, predicted dropout at rates ranging from 75% to 88%. Model A, which included the Behavioral Symptoms Index, School Problems composite, Iowa Tests of Basic Skills battery, and teacher ratings of student work habits, best predicted female and African American dropouts. Model B, which comprised the Adaptive Skills composite, the Externalizing composite, the School Problems composite, referral for a student support team meeting, and sex, was more accurate for predicting Caucasian dropouts. Both models demonstrated the same hit rates for predicting male dropouts. Recommendations for early warning indicators and linking predictors with interventions are discussed.
authors: Graduate School, University of Georgia.
authors: Melissa
authors: M
authors: Barry
authors: Department of Educational Psychology & Instructional Technology, University of Georgia.
authors: Amy L
authors: AL
authors: Reschly
mesh_terms: D000124:Achievement; D001741:Black or African American; D002648:Child; D004522:Educational Status; D005260:Female; D006801:Humans; D008137:Longitudinal Studies; D008297:Male; D008960:Models, Psychological; D012737:Sex Factors; D012931:Social Environment; D013332:Student Dropouts / Q000523:psychology*; D044465:White People