This model defines the expected and unexpected variation in dropout rates in an educational program and determines whether a particular dropout rate is unusually high or low. (Author)

Research supported by Research Grant 5-RO1-MH-12187 from the National Institute of Mental Health and grants from the University of Minnesota.

College students who withdrew from a course but continued in other courses resembled dropouts in that their time of withdrawal was related to academic standing. (Editor)

Responses from more than 400 British adults who withdrew from part-time vocational and nonvocational further education courses revealed that withdrawal was due to a combination of reasons, more than 60% unrelated to the course or college. College-based reasons included the tutor or teaching methods. Students insisted that they not be labeled…

Of the 173 postgraduate adult students who abandoned their studies at Hellenic Open University, 108 were interviewed. Primary reasons for dropping out included difficulty balancing academic workload with employment and family obligations (mainly for female students), miscalculation of time available for studying, and underestimation of the effort…

Recent survey data show that 23% of students with disabilities drop out; highest attrition was among students with emotional disturbances or learning disabilities. Failure and dislike of school were primary reasons. Similarities between dropouts with disabilities and those in the general population suggest the same prevention strategies could be…

Investigates reasons for black college students dropping out of school. Information received from 46 ex-students reveals that, in order of importance, academic failure, financial problems, social environment, and full-time employment caused them to drop out of school. (GLR)

Examined how the fulfillment of college expectations affects students' social integration. Path analysis showed that the fulfillment of social expectations for college positively affects both social integration and subsequent institutional commitment; the greater the degree of these, the more likely students will re-enroll in the university. (EV)

This study reviewed dropout research in online learning, particularly focusing on nontraditional students and examined what progress has been made since Garrison's 1987 review. This study categorized factors identified from literature into student characteristics, student prior skills, external factors, and internal factors, all of which are based…

While the association between teenagers' work and academic performance continues to be debated in studies of adolescent employment, many researchers have found that "intensive" involvement in paid work increases the risk of high school dropout. It is still unclear, however, whether this relationship is spurious owing to preexisting differences in…

This policy brief reports on a study of variation in states' school completion rates for students with disabilities and the relationship of school completion to economic, sociodemographic, and educational variables. States' school completion rates were calculated from data maintained by the Department of Education. In addition, state-level special…

The State-funded Attendance Improvement/Dropout Prevention program and the City-funded Dropout Prevention Program distributed over $30 million to the New York City Board of Education in 1985-86. This document is a summary report of an analysis of program implementation in the schools receiving these funds aimed at better understanding of political…

Results of questionnaires (n=5,000) mailed to college dropouts indicate that: (1) most students left their freshman year; (2) they did not discusss their decision with university personnel; and (3) their reasons were academic difficulties, personal-emotional problems, and external-environmental pressures. (Author)