High School Disabilities: A Longitudinal Study

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Aside from race, other demographics that factor into high school completion include gender and disabilities. Historically, males graduate from high school at a lower rate than females (Cairns, 1989; Center for Labor Market Studies, 2009; Swanson, 2004; Temple, Reynolds & Miedel, 1998). In a longitudinal study of a third grade cohort, Cratty (2010) reported that those identified as learning disabled did not drop out of school at a higher rate than typical student after accounting for special education services; however, students labeled with emotional or behavioral disabilities did.
Family Background. As a child grows, the characteristics of their family and early home environment provide an impression on their attitude, growth and educational …show more content…
The more often a student moves or changes schools, the higher their chance of dropout becomes. Each move can cause a further feeling of isolation from peers and a gap in missed curriculum from school to the next causing a decline in academic performance (Rumberger, 2011). These emotions can culminate with each move until students feel lost and are compelled to dropout to alleviate the stress that would come with another …show more content…
A child who is no longer living with both biological parents can increase his or her dropout probability starting as young as elementary school and was found to be significantly affected in each level of schooling (Hammond, et. al., 2007; Rumberger, 1987). The United States Department of Justice reports that state prison inmates who grew up in homes without the presence of two parents, due to incarceration, death, or separation, were less likely to have obtained a high school diploma than other inmates (Harlow, 2003).
As students enter in the school system, parents are encouraged to be an active participant in the child’s learning process. Parents who made infrequent contact with the school increase their child’s probability of leaving school early (Jimerson,et. al., 2000). In their study on the Chicago Child-Parent Centers, Temple, Reynolds and Miedel also reported a significantly lower parental involvement amongst students who did not complete high school (1998).
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