Dropout Status Research Articles

Telephone screening to identify potential dementia cases in a population-based sample of older adults.

This study examined the utility of the TELE, a telephone assessment for dementia, in a sample of 269 individuals that was not selected on the basis of previous dementia diagnosis. Thus, the conditions of the study reflect the actual situation in which a screening instrument might be employed. Scores on TELE were compared to dementia diagnoses. Using the best cutoff score, sensitivity was .86 and specificity was .90. Longitudinal follow-up established that false positives primarily included those who subsequently developed dementia. Telephone screening for dementia has both clinical and research applications. One recommendation based on our experience is that longitudinal studies should include a telephone interview component for anyone who drops out of the study, to enable characterizing the cognitive status of dropouts.

Early Pregnancy Among Adolescent Females with Serious Emotional Disturbances

The purpose of this study was to identify risk factors for early pregnancy and outcomes of early parenthood among girls with serious emotional disturbance (SED). Longitudinal data were collected during a 7-year period from 190 female adolescents with SED, ages 9 to 18 at the beginning of the study, and their families. Of the sample, 39% had their first pregnancy by age 18.The results of univariate analyses indicated that among examined risk factors (a) being African American, (b) low family income, (c) dropping out of school, (d) conduct disorder, and (e) substance use disorder were significantly ( ps < .05) associated with early pregnancy. However, according to multivariate analysis, only dropping out of school was a significant predictor of early pregnancy.The study also examined outcomes of early parenthood for girls with SED. Girls who had children were more likely ( ps < .05) to live in poverty, receive public assistance, and live independently. Dropout status also was examined as an outcome variable,and was a significantly more ( p < .05) frequent consequence for girls who had children.

Student Perceptions of Teacher Ethnic Bias: A Comparison of Mexican American and Non-Latino White Dropouts and Students

Student alienation from school is a major cause of dropping out of high school and poor teacher-student relationships are often cited in describing student alienation. An under-studied aspect of poor teacher-student relationships is student perception that teachers treat some students differently because of the student's ethnicity. Previous studies on this topic have been isolated to dropouts and minority students, and have been conducted using small numbers of participants. Thus, it is unknown what the prevalence of such perceptions in the overall student population are, as well as perception differences by dropout status and ethnicity. The present study addressed these issues by utilizing a large-scale dropout database to describe student perception of teacher ethnic bias in Mexican American and non-Latino white dropouts, students at risk of dropping out, and students in the overall school population. Results indicated that although perceptions of teacher ethnic bias are not rampant, such perceptions exist, more so in dropouts, Mexican American adolescents, and males. Implications for future research, schools, teachers, and teacher preparation programs are discussed.

Drug use, HIV-related risk behaviors and dropout status of new admissions and re-admissions to methadone treatment.

New entrants to methadone maintenance treatment programs (MMTP) have been reported to have different drug use patterns than re-admissions. This study assesses differences between 211 re-admissions and 128 new admissions to a NYC MMTP. Those new to MMTP were found to be less likely to have ever injected drugs, have used more types of drugs, and used heroin at higher frequencies in the 30 days prior to admission. Within the first three months of treatment, new admissions dropped out at a higher rate than the re-admissions (31% vs. 20%, p < 0.05). The most frequent reasons for dropout, for both groups, included "lost to contact" and incarceration. Further research on strategies to address polydrug use of MMTP admissions is needed. Efforts to identify concerns of new admissions early in treatment, and programs to continue drug treatment services to incarcerated clients, are indicated.

The influence of high school dropout and school disengagement on the risk of school-age pregnancy.

Data from the US National Education Longitudinal Study of 1988 were used to model the influence of dropping out of school on school-age pregnancy. This cohort, in grade 8 in 1988, was reinterviewed in 1990, 1992, and 1994. 822 teens (13.3%)--20.1% of Hispanics, 10.1% of Whites, and 25.1% of Blacks--in this cohort had school-age pregnancies leading to live births and 60% of these teens dropped out at some point between grades 8-12. 28.2% dropped out before pregnancy and an additional 30.3% left school after pregnancy. A significantly higher proportion of Hispanic teens than White and Black teens dropped out at any point (68.7%, 59.6%, and 50.3%, respectively). 47.6% of Hispanic dropouts, 33.0% of Black dropouts, and 34.3% of White dropouts had subsequent teen pregnancies. In a proportional hazards model, prior high school dropout status had a significant effect on the risk of school-age pregnancy among Hispanic and White teens, after controlling for family, individual, and school and classroom characteristics. Prior dropout status was not significantly related to the risk of pregnancy among Black teens, however. Overall, these findings suggest that part of the reason that teen mothers ultimately have lower educational levels may be due to their disengagement from school prior to pregnancy. Teen pregnancy prevention programs should consider the role of schools in helping adolescents to develop future aspirations and motivation to avoid early pregnancy.

Personality Traits and Early Discontinuation from Clinical Trials in Anxious Patients

Patients who discontinue early from clinical trials frequently give ambiguous or no reasons for leaving the study. Using Cloniger's Tridimensional Personality Questionnaire, we examined the potential role of personality traits in early discontinuation in patients with panic disorder and generalized anxiety disorder. Early dropouts and completers were comparable at baseline on demographic and clinical variables but differed significantly on the Tridimensional Personality Questionnaire. For panic disorder and generalized anxiety disorder patients combined, early dropouts scored higher on total novelty seeking, as well as on the novelty-seeking traits of both disorderliness/dislike of regimentation and impulsiveness. There was no significant interaction between dropout status and diagnosis for this finding, indicating it applied equally to both groups. This study suggests that personality traits involving novelty seeking may contribute to early discontinuation from clinical trials, independent of side effects, lack of efficacy, or at baseline, significantly worse symptoms of anxiety.

Opportunistic screening for hypercholesterolaemia: characterization of two different drop-out groups and status after 2 years.

A total of 507 men and 686 women were opportunistically screened for hypercholesterolaemia and reinvited for a follow-up visit with the nurse after 2 years. Seven-hundred and thirty three (62%) re-attended (group A), while 226 (19%) did not, but saw the nurse at one or more pre-scheduled 6 month check-ups (group B). Two-hundred and thirty-three (20%) did not attend at all (group C). There was no difference between the groups in the number of parallel physician consultations during follow-up. Both groups B and C had higher proportions of smokers than group A. Group C were younger, had lower cholesterol and lower blood pressure (after adjustment for age) than group B, which in turn, had higher cholesterol and blood pressure than group A. The prevalence of hypertension and hypercholesterolaemia declined during the 2 years in group A. Of 189 smokers at baseline, 26 (14%) quit during follow-up. Of the 544 non-smokers, however, 31 (6%) commenced, to out-balance the quitters. Only five of the 43 patients in group A who had a persistent cholesterol of > or = 7.9 mmol/l received medication. It is likely that drop-out from a follow-up programme of this kind is to some extent justified because of the parallel organizations for care.

Lowering cholesterol and death due to accidents, suicides: unresolved issues

In Reply.— We thank Vasan for his comments. Since he mentions the meta-analysis of primary prevention trials by Muldoon and colleagues, 1 our reply 2 to Muldoon et al is applicable to Vasan as well. We would like to offer the following additional comments. We believe that it would be useful to have standardized information similar to that recommended for the primary prevention trials (on dropout status, adherence to treatment regimen, history and presence of psychiatric symptoms, history and current use of alcohol and antidepressants, autopsy data including blood alcohol concentrations, and narrative concerning the circumstances of death) for individuals who died due to suicides, accidents, and homicides in secondary prevention trials of cholesterol lowering such as the Coronary Drug Project. The more information one has concerning the circumstances and nature of these deaths, the greater the ability to judge whether the cholesterol-lowering regimen might be considered causal in each

Social Factors, Enrollment in Vocational/Technical Courses, and High School Dropout Rates

AbstractThe question investigated was whether enrollment in vocational/business courses has special holding power for students or whether personal, social characteristics were more salient in the dropout decision. The data were taken from the first follow-up responses of the High School and Beyond survey. Public school students who had dropped out of school were compared with age mates who had graduated. The two groups were matched on the following variables: reading comprehension, socioeconomic status (SES), gender, geographic region, and community size. Using a path analytic approach with the data, I found that participation in vocational/ business courses does not seem to be related to persistence. The variables that were identified as being most highly associated with dropout status reflected the influence of a student’s social relationships within the school environment. Peer interest, sense of social belonging, and relationships with school staff were differentially linked to school interest for g...

Gaining Ground: Values and High School Success

In this paper, we use the nationally representative “High School and Beyond” ( National Center for Education Statistics [NCES], 1983 ) data to examine the relationship between a wide range of values that stress the notion of responsibility and high school students’ achievement test scores, grades, discipline problems, and dropout status. We also examine the extent to which students’ behaviors outside of school (e.g., watching television, doing homework, reading, and working for pay) mediate the relationship between values and high school outcomes. Two structural equation models—one using attainment levels as outcomes and one using change scores as outcomes—are analyzed. Results from both models show that when students, their parents, and their peers believe in values and accompanying behaviors that stress responsibility, students have a better chance of achieving success in high school. Values are found to have both direct effects on school outcomes and indirect effects through out-of-school behaviors. The effect of values as a whole is consistently larger than the effect of socioeconomic status (SES) when predicting both level of student performance and changes in student performance.

Gaining Ground: Values and High School Success

In this paper, we use the nationally representative “High School and Beyond” (National Center for Education Statistics [NCES], 1983) data to examine the relationship between a wide range of values that stress the notion of responsibility and high school students’ achievement test scores, grades, discipline problems, and dropout status. We also examine the extent to which students’ behaviors outside of school (e.g., watching television, doing homework, reading, and working for pay) mediate the relationship between values and high school outcomes. Two structural equation models—one using attainment levels as outcomes and one using change scores as outcomes—are analyzed. Results from both models show that when students, their parents, and their peers believe in values and accompanying behaviors that stress responsibility, students have a better chance of achieving success in high school. Values are found to have both direct effects on school outcomes and indirect effects through out-of-school behaviors. The effect of values as a whole is consistently larger than the effect of socioeconomic status (SES) when predicting both level of student performance and changes in student performance.

A multivariate analysis of dropout status by length of stay in a rural community mental health center.

Homogeneity and other characteristics of rural community mental health center adult, outpatient dropouts were investigated with particular attention to length of stay. Analyses of 93 cases during a one year period revealed that qualities of the therapist discriminated short-term dropouts from long-term dropouts and long-term terminators. The client's chronicity discriminated short-term dropouts from short-term terminators. Dropouts were not found to be a homogeneous group. While therapist characteristics may be important in predicting termination status in long-term stays, the termination status of short-term clients may be determined primarily by the severity of the client's problems and whether or not they have received previous treatment.

The effects of culture-compatible intervention on the utilization of mental health services by minority clients.

This study examined the relationship between a culture-compatible approach to mental health service and utilization as measured by dropout and total number of outpatient visits. The sample (N = 300) was 23.5% Mexican, 22.8% White, 18.1% Black, 17.1% Vietnamese, 16.8% Pilipino, and 1.7% other ethnic group. A culture-compatible approach was found to be effective in increasing utilization. Three culture-compatibility components were the best predictors of dropout status: language match of therapists and clients, ethnic/racial match of therapists and clients, and agency location in the ethnic/racial community. Pharmacotherapy, education, previous treatment and a diagnosis of psychosis were significantly related to remaining in therapy.

THE EFFECT OF DROPPING OUT OF HIGH SCHOOL ON SUBSEQUENT CRIMINAL BEHAVIOR*

Sociological theories of delinquency offer rather divergent predictions concerning the effect of dropping out of high school on subsequent delinquent and criminal behavior. For example, strain theory suggests that dropping out decreases such behavior, especially for lower class youth, while social control theory suggests that dropping out should increase the chances of criminal activity. Moreover, empirical studies provide support for each of these views with the most influential study (Elliott and Voss, 1974) presenting evidence consistent with a strain perspective. The present investigation identifies methodological shortcomings in previous studies and reexamines the link between dropout status and subsequent criminal activity. Results indicate that dropping out of high school is positively associated with later crime, an outcome that is consistent with a control perspective.

High school equivalency preparation for recent dropouts

AbstractFor young adults aged seventeen through twenty‐one, the developmental challenges particular to their age cohort are intensified by high school dropout status and require the emphatic attention of continuing educators.

A Correlation Between Dropout Status and Improvement in a Psychiatric Clinic

Sixty psychiatric outpatients were independently evaluated before treatment in a mental health center and again after they had either completed five treatment visits or dropped out. Dropouts were older, more likely to be female, more severely ill, and more likely to expect medications. They improved less on scales of drug use, denial of illness, and grandiosity. Dropouts who did improve were more likely to have situational reactions. Better-educated patients had better outcomes. Patients who were satisfied with the treatment they received were the most likely to have improved.

Tracing feeding programme drop-outs

Supplementary feeding programmes have been used as one outlet for the food aid which is sent to developing nations. In the November 1978 issue of Food Policy, Simon Maxwell analyzed the costs and benefits of supplementary feeding projects, in terms of both nutritional and non nutritional results. 1 In considering the importance of such results, trie rate and health status of programme drop-outs can significantly affect conclusions. An exercise demonstrating the differences in results, depending on assumptions about dropouts, is presented here for a World Food Programme (WFP) feeding project in Mexico.

Early work experience of graduates and dropouts

For the past seven years, the Bureau of Labor Statistics has reported on the differential work-force status of recent high school graduates and dropouts. Their definition of graduate and dropout populations and a failure to distinguish inter-cohort differences from intra-cohort changes may have led to an erroneous assessment of progress in the work force subsequent to entry. Emphasis on the value of a high-school diploma at the time of work-force entry rather than on the value of an incremental school year appears misplaced. Current data-collection programs are not generating the statistics needed to answer the policy questions to which these reports are addressed.

The prediction of juvenile delinquency using the Minnesota Multiphasic Personality Inventory.

Back to table of contents Previous article Next article ArticleNo AccessTHE PREDICTION OF JUVENILE DELINQUENCY USING THE MINNESOTA MULTIPHASIC PERSONALITY INVENTORYSTARKE R. HATHAWAY, and ELIO D. MONACHESISTARKE R. HATHAWAYSearch for more papers by this author, and ELIO D. MONACHESISearch for more papers by this authorPublished Online:1 Apr 2006https://doi.org/10.1176/ajp.108.6.469AboutSectionsPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InEmail PDFThis content is only available as a PDF. Access content To read the fulltext, please use one of the options below to sign in or purchase access. Personal login Institutional Login Sign in via OpenAthens Purchase Save for later Item saved, go to cart PPV Articles - American Journal of Psychiatry $35.00 Add to cart PPV Articles - American Journal of Psychiatry Checkout Please login/register if you wish to pair your device and check access availability. Not a subscriber? Subscribe Now / Learn More PsychiatryOnline subscription options offer access to the DSM-5 library, books, journals, CME, and patient resources. This all-in-one virtual library provides psychiatrists and mental health professionals with key resources for diagnosis, treatment, research, and professional development. Need more help? PsychiatryOnline Customer Service may be reached by emailing [email protected] or by calling 800-368-5777 (in the U.S.) or 703-907-7322 (outside the U.S.). FiguresReferencesCited byDetailsCited ByMortality Predictors in a 60-Year Follow-Up of Adolescent Males: Exploring Delinquency, Socioeconomic Status, IQ, High-School Drop-Out Status,and PersonalityPsychosomatic Medicine, Vol. 72, No. 1Addiction, Vol. 105, No. 9Journal of Korean Society of Spine Surgery, Vol. 11, No. 4Mayo Clinic Proceedings, Vol. 64, No. 1Acta Psychiatrica Scandinavica, Vol. 77, No. s342Journal of Clinical Psychology, Vol. 22, No. 2Journal of Projective Techniques and Personality Assessment, Vol. 30, No. 2The Personnel and Guidance Journal, Vol. 36, No. 8Chapter IV: The Socially Maladjusted1 July 2016 | Review of Educational Research, Vol. 23, No. 5Chapter IV: Personality Development1 July 2016 | Review of Educational Research, Vol. 22, No. 5 Volume 108Issue 6 December 1951Pages 469-473 Metrics PDF download History Published online 1 April 2006 Published in print 1 December 1951