The Complexity of Non-Completion: Being Pushed or Pulled to Drop Out of High School

C. L. Bradley · Linda A. Renzulli

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School Choice and Performance Educational Outcomes and Influences Critical Race Theory in Education

Abstract

Using a model of student dropout with only two possible outcomes – “still in school” or “dropout” – hides the complex reasons that students leave high school. We offer a model with three outcomes: in school, pushed out or pulled out. Using data from the Educational Longitudinal Survey, we find that for black students, differences in SES explain higher likelihoods of being either pushed or pulled out as compared to white students, but Latino students remain more likely to be pulled out even after we control for SES. We also find that SES moderates the relationship between race/gender and being pushed out, and that higher levels of SES may be detrimental to students of color in the context of high poverty schools.

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References

1993American Apartheid: Segregation and the Making of the Underclass.1986Black students' school success: Coping with the ?burden of ?acting white??1998Voluntary and Involuntary Minorities: A Cultural‐Ecological Theory of School Performance with Some Implications for Education 1987Variability in Minority School Performance: A Problem in Search of an Explanation 1987High School Dropouts: A Review of Issues and Evidence 1999Attitudes toward Family Obligations among American Adolescents with Asian, Latin American, and European Backgrounds 1990The Attitude-Achievement Paradox Among Black Adolescents 1982The Search for School Climate: A Review of the Research

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