title: Authoritative school climate and high school dropout rates.
abstract: This study tested the association between school-wide measures of an authoritative school climate and high school dropout rates in a statewide sample of 315 high schools. Regression models at the school level of analysis used teacher and student measures of disciplinary structure, student support, and academic expectations to predict overall high school dropout rates. Analyses controlled for school demographics of school enrollment size, percentage of low-income students, percentage of minority students, and urbanicity. Consistent with authoritative school climate theory, moderation analyses found that when students perceive their teachers as supportive, high academic expectations are associated with lower dropout rates. (PsycINFO Database Record
authors.affiliation: Department of Educational Leadership, Foundations, and Policy, Curry School of Education, University of Virginia.
authors.forename: Yuane
authors.initials: Y
authors.lastname: Jia
authors.affiliation: Department of Educational Leadership, Foundations, and Policy, Curry School of Education, University of Virginia.
authors.forename: Timothy R
authors.identifier: 0000-0003-0092-9234
authors.initials: TR
authors.lastname: Konold
authors.affiliation: Curry School of Education, University of Virginia.
authors.forename: Dewey
authors.identifier: 0000-0002-3631-1527
authors.initials: D
authors.lastname: Cornell
mesh_terms: D000076363:Academic Success; D000293:Adolescent; D059031:Anticipation, Psychological; D006801:Humans; D011594:Psychometrics; D000070777:School Teachers / Q000523:psychology; D012574:Schools / Q000458:organization & administration*; D012926:Social Control, Formal; D012931:Social Environment; D012944:Social Support; D013332:Student Dropouts / Q000706:statistics & numerical data*; D014768:Virginia