Examined the differences between the home environment and college environment and the personal and academic characteristics of persisting (N=201) and nonpersisting (N=165) students at a major midwestern university. Develops recommendations and guidelines for colleges and universities to help curtail the college dropout problem. (PAS)

The Open University set out ten years ago to solve the problem of dropouts in external degree programs. The importance of its success for itself and other institutions is discussed, although there is caution due to the lack of unanimity in terminology in dropout research, and the danger of using dropouts to compare institutions. (MSE)

Investigated the extent to which school policies and practices influence minority student dropout behavior. Variables which correlated highly with dropping out included: (1) perception of a lack of employment opportunities; (2) discrimination, suspension and expulsion in particular schools; and (3) negative expectations and attitudes of teachers.…

Numerous studies describe dropping-out behavior, but few explain it. Examines the themes of retention literature within the context of a theoretical framework and seeks to identify research problems which may be encountered by investigators seeking to examine the phenomenon of persistence in higher education. Further work is suggested. (Author/BEF)

A potentially useful program-evaluation approach obtains information from program dropouts. This method was applied to university students who dropped out of four developmental programs. Results indicate many students recognize the value of the program for others, yet resist participating themselves. This approach was a useful supplementary…

Discusses a study which investigated effects of student characteristics and measures of social and academic integration on voluntary college freshman withdrawal decisions. Findings indicated that student-faculty relationships were the most important factors influencing whether students remained in college. (Author/DB)

States early school leaving is a protracted educational problem throughout the world. Examines early school leaving from the position of young Australians (n=209) who left school or were considering leaving. Provides tentative theorizing traversing aspects of the cultural geography of high school as partial explanation of what is occurring. (BT)

Using data from the National Education Longitudinal Study of 1988 with hierarchical linear modeling, this study identified individual-level and school-level variables influencing the decision to drop out of middle school. At the individual level, grade retention is the single most powerful predictor. (SLD)

Reviews studies of Native American dropout rates conducted in the past three decades, highlighting the difficulties in obtaining accurate statistics resulting from small sample size of the group. Emphasizes structural disadvantages, rather than "cultural discontinuity," as the major influence to drop out. Studies of the transfer rate…

The records of 4,886 students in 18 Ontario high schools revealed that, compared to traditional full-year schools, dropout rates in matched semestered schools were lower for general-level students and much lower for basic-level students. There were no differences for advanced-level students. Contains 21 references. (SV)

A study of two adult basic education centers compared 17 reluctant learners (early dropouts) with 20 persisters and found that, although reluctant learners value education, they have negative attitudes and experiences of schooling and drop out because of dissatisfaction with the lack of challenge and attention they receive. (SK)

Tracked the college careers of 378 students who entered college through a special program for academically underprepared students. Results indicated that students' academic self-concept and achievement expectancies were related to their subsequent school withdrawal. Found differences in the relationship between attitudes and school withdrawal of…

Youth who had dropped out of school (n=58) and their teachers (n=63) provided insight into key contextual factors that affect school dropout and general perceptions of school dropouts. Findings show significantly different perceptions between these groups about factors affecting school dropouts. (SLD)

Tests for equivalence models predicting ethnic minority and nonminority students' intentions to remain enrolled in college. Reports similarities and differences in the models for predicting commitment for ethnic minority and nonminority students. Notes limitations to the inferences that can be drawn from the study due to its methodology. (DSK)

Describes the outcome of a National Postsecondary Student Aid Survey (NPSAS), which found that two-year students were 0.18% less likely to persist for each $100 increase in tuition, more likely to persist if they received subsidies, and 15.96% more likely to persist for every $1,000 in student loan debt outstanding. (Contains 68 references.) (PGS)