High School Noncompletion Research Articles

Genetic and shared environmental factors explain the association between adolescent polysubstance use and high school noncompletion.

Examine the nature of the relationship between adolescent polysubstance use and high school noncompletion. Among a sample of 9,579 adult Australian twins (58.63% female, Mage = 30.59), we examined the association between the number of substances used in adolescence and high school noncompletion within a discordant twin design and bivariate twin analysis. In individual-level models controlling for parental education, conduct disorder symptoms, childhood major depression, sex, zygosity, and cohort, each additional substance used in adolescence was associated with a 30% increase in the odds of high school noncompletion (OR = 1.30 [1.18, 1.42]). Discordant twin models found that the potentially causal effect of adolescent use on high school noncompletion was nonsignificant (OR = 1.19 [0.96, 1.47]). Follow-up bivariate twin models suggested genetic (35.4%, 95% CI [24.5%, 48.7%]) and shared environmental influences (27.8%, 95% CI [12.7%, 35.1%]) each contributed to the covariation in adolescent polysubstance use and early school dropout. The association between polysubstance use and early school dropout was largely accounted for by genetic and shared environmental factors, with nonsignificant evidence for a potentially causal association. Future research should examine whether underlying shared risk factors reflect a general propensity for addiction, a broader externalizing liability, or a combination of the two. More evidence using finer measurement of substance use is needed to rule out a causal association between adolescent polysubstance use and high school noncompletion. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The geography of arthritis-attributable pain outcomes: a county-level spatial analysis.

Research on the geographic distribution of pain and arthritis outcomes, especially at the county level, is limited. This is a high-priority topic, however, given the heterogeneity of subnational and substate regions and the importance of county-level governments in shaping population health. Our study provides the most fine-grained picture to date of the geography of pain in the United States. Combining 2011 Behavioral Risk Factor Surveillance System data with county-level data from the Census and other sources, we examined arthritis and arthritis-attributable joint pain, severe joint pain, and activity limitations in US counties. We used small area estimation to estimate county-level prevalences and spatial analyses to visualize and model these outcomes. Models considering spatial structures show superiority over nonspatial models. Counties with higher prevalences of arthritis and arthritis-related outcomes are mostly clustered in the Deep South and Appalachia, while severe consequences of arthritis are particularly common in counties in the Southwest, Pacific Northwest, Georgia, Florida, and Maine. Net of arthritis, county-level percentages of racial/ethnic minority groups are negatively associated with joint pain prevalence, but positively associated with severe joint pain prevalence. Severe joint pain is also more common in counties with more female individuals, separated or divorced residents, more high school noncompleters, fewer chiropractors, and higher opioid prescribing rates. Activity limitations are more common in counties with higher percentages of uninsured people. Our findings show that different spatial processes shape the distribution of different arthritis-related pain outcomes, which may inform local policies and programs to reduce the risk of arthritis and its consequences.

Testing Cross-Generational Effects of the Raising Healthy Children Intervention on Young Adult Offspring of Intervention Participants.

This study tested whether effects of a preventive intervention delivered in elementary school showed benefits for the young adult offspring of intervention recipients over 20years later. The Raising Healthy Children (RHC) intervention, trialed in 18 public schools in Seattle, Washington, from 1980-1986 (grades 1-6), sought to build strong bonds to family and school to promote school success and avoidance of substance use and illegal behavior. Four intervention groups were constituted: full, late, parent training only, and control. Participants were followed through 2014 (age 39years). Those who became parents were enrolled in an intergenerational study along with their oldest offspring (10 assessments between 2002 and 2018). This study includes young adult offspring (ages 18-25years; n = 169; 52% female; 4% Asian, 25% Black, 40% multiracial, 4% Native American, 2% Native Hawaiian/Pacific Islander, 25% White, and 14% Hispanic/Latinx) of participants in the original RHC trial. Offspring outcome measures included high school noncompletion, financial functioning, alcohol misuse, cannabis misuse, cigarette use, criminal behavior, internalizing behavior, social skills, and social bonding. A global test across all young adult outcome measures showed that offspring of parents who received the full RHC intervention reported better overall functioning compared to offspring of control group parents. Analyses of individual outcomes showed that offspring of full intervention group parents reported better financial functioning than offspring of control group parents. Findings show the potential of universal preventive interventions to provide long-term benefits that reach into the next generation. ClinicalTrials.gov Identifier: NCT04075019; retrospectively registered in 2019.

Supplemental Material for Genetic and Shared Environmental Factors Explain the Association Between Adolescent Polysubstance Use and High School Noncompletion

Supplemental Material for Genetic and Shared Environmental Factors Explain the Association Between Adolescent Polysubstance Use and High School Noncompletion

The Effects of Severe Childhood Physical and Sexual Abuse on Adult Socioeconomic Prosperity.

Our study utilizes Adverse Childhood Experience (ACE) scores to estimate the relationship between forced sexual intercourse and physical abuse on socioeconomic outcomes in adulthood. ACEs have been shown to have long-term negative impacts on health, mental health, and cognition. We expand upon the literature that analyzes the effects of ACEs on human capital investment and adult socioeconomic outcomes by focusing on the ACE scores pertaining to repeated physical and forced sexual abuse in childhood. Specifically, we estimate probit models using data from the Behavioral Risk Factor Surveillance System to measure the marginal effects of childhood sexual abuse (CSA) and physical abuse on the probability of high school completion, unemployment, and the likelihood of living in poverty in adulthood. We find adults who suffered physical abuse in childhood are more likely to live in poverty. Adult survivors of CSA are less likely to finish high school and more likely to live in poverty. The likelihood of high school noncompletion increases when the individual suffered both forms of abuse. We also find that only those who suffered both forms of abuse in childhood had a greater likelihood of being unemployed and high school noncompletion. We find the negative socioeconomic impact in adulthood is larger for women than for men, implying gender heterogeneity in outcomes of CSA and physical abuse. Researchers should control for the correlation between sexual abuse and physical abuse in childhood, particularly in women, when estimating their effects on socioeconomic outcomes.

Adolescent substance use and high school noncompletion: exploring the nature of the relationship using a discordant twin design.

Previous studies have demonstrated associations between substance use and reduced educational attainment; however, many were unable to account for potential confounding factors like genetics and the rearing environment. In the few studies that controlled for these factors, the substances assessed were limited to alcohol, cannabis, and tobacco. To address these limitations, we examined the relationship between adolescent use of seven kinds of substances, the number of additional substances used, and high school noncompletion within a large sample of Australian twins. A series of two-level generalized mixed effects logistic regressions were conducted to examine associations between adolescent substance use and high school noncompletion. Australia. A total of 9579 adult Australian twins from two cohorts of the Australian Twin Registry. Assessments of high school completion, childhood major depression, conduct disorder symptoms, substance use initiation, demographics, and parental educational attainment using the Australian version of the Semi-Structured Assessment for the Genetics of Alcoholism. There were unique within-twin-pair effects of use of sedatives (odds ratio [OR] = 22.39 [95% confidence interval(CI) = 1.18-423.48]) and inhalants/solvents (OR = 10.46 [95% CI = 1.30-84.16]) on high school noncompletion. The number of substances used in adolescence was strongly associated with high school noncompletion across all discordant twin models (ORs from 1.50-2.32, Ps < 0.03). In Australia, adolescent substance use appears to be associated with early school dropout, with the effects of any given substance largely because of the confounding factors of parental education, childhood conduct disorder symptoms, and use of other substances. Sedatives and inhalants/solvents have effects on high school noncompletion that cannot be explained by polysubstance use or familial factors.

High School Completion in Context: Student- and School-Level Factors Related to On-Time Graduation

Background/Context There is an expansive body of research concerning high school graduation; however, most studies omit students who persist through four years of high school without earning a diploma. In addition, there is scant research exploring longer term outcomes among students whose academic trajectories do not fit within the traditional four-year model of high school graduation, including eventual graduation, postsecondary enrollment, or engagement in the workforce. Purpose/Objective/Research Question/Focus of Study The current study addresses the substantive gaps in research regarding high school noncompletion by examining the college and workforce outcomes of persisters—defined here as students who do not formally withdraw from high school, nor earn a regular diploma, four years after entering high school as a first-time ninth grader. Research Design The present study accessed five years of linked, longitudinal, student-level administrative data from the Maryland Longitudinal Data System. Multilevel models assessed the relationship between student- and school-level factors with the odds of students earning a high school diploma four years after beginning their freshman year. Independent variables included student-level demographic and academic indicators and school-level concentrations of student characteristics. Conclusions/Recommendations This study offers a first look into the academic and employment trajectories of an understudied and high-risk group of young adults. The multilevel examination of student- and school-level factors indicated that on-time graduation for four-year persisters should be understood as a function of students within their academic environment. Overall, persisters had less favorable college and workforce outcomes when compared with students who earned a high school diploma, suggesting the need for interventions that promote college and workforce readiness across the population of persisters. The findings presented herein suggest that the phenomenon of persisting should be considered, along with dropout, as a critical element of a more informed analysis of high school graduation. Implications for research, policy, and practice are discussed.

Reconceptualizing Risk and High School Noncompletion: The Case of Latina/o Ninth-Grade Leavers in an Urban School

BackgroundMany “dropout” studies use the concept of risk as a framework for understanding the persistent problem of high school noncompletion among students of color in urban schools. This research, which frames risks as statistical probabilities and largely focuses on static and individual risk factors, does not account for the myriad ways in which risks for school failure are produced within everyday school processes.PurposeThis study employs a theory of risk—as indicative of uncertainty about how current circumstances impact future outcomes—that considers both objective and socially constructed dimensions of risk to understand how uncertainties about graduation arise and are negotiated within the high school context in ways that contribute to risk for, and eventuate in, school-leaving in the ninth grade.ParticipantsParticipants are 25 Latina/o school-leavers, 18–24 years of age, who attended the same high-poverty, high-minority urban public high school and left permanently in the ninth grade.Research DesignDrawn from a larger participatory action research study of young adult school-leavers, study data were participants’ accounts of their schooling experiences, drawn from in-depth interviews and school policy documents. We examine these data to understand how a variety of school-specific factors and interactions between them contributed to risks for school-leaving and participants’ eventual departures from school. As guided by our framework, we analyze established risk factors and participants’ perceptions of uncertainty about school success and graduation, as related to school structures and policies, school practices, and social interactions. This includes attention to the transition from middle to high school, which prior research identifies as significant to school-leaving in the ninth grade.FindingsStudy findings indicate that, in addition to shifting expectations from eighth to ninth grade, policies, practices, and interactions among participants and high school personnel contributed to risks for school-leaving. Importantly, the ways in which uncertainties about school success were processed by individuals and through policy and practice both heightened and attenuated risk for high school noncompletion.ConclusionsWe argue that conceptualizations of risk that include its socially constructed dimensions will enhance researchers’ capacities to identify and understand the complexity of factors that contribute to school-leaving. This approach to risk also points to the need for further research on everyday school processes, the perspectives of school-leavers, and the ways schools—particularly those that serve low-income youth of color in urban communities—contribute to the problem of high school noncompletion. I was a freshman for three years, and then I just stopped … I was getting tired of doing the same thing over and over again, staying back. I just didn't feel like doing it anymore. Everybody else passed the ninth grade, and I stayed back, so I was like, “They could do it, but I'm not going to do it. I can't.” — TimDog, 20

Determining Pathways and Connections Between Access to Water and High School Noncompletion Rates for Communities Along the U.S.–Mexico Border

Lack of access to potable water through a conveyance system impacts all aspects of modern life. Many &lt;em&gt;colonias&lt;/em&gt;, communities in the Southwestern United States along the U.S.–Mexico border, continue to lack access to piped and treated water. This article discusses a model for the pathway from lack of access to water to lack of high school completion, including intermediary conditions impacting wellness, health, and quality of life for community members. A facilitated discussion with five environmental and public health experts who frequently work in the &lt;em&gt;colonias&lt;/em&gt; of El Paso County, Texas (border communities that resemble the developing world), established common themes found in these communities. This process mapped the pathway from lack of access to water to noncompletion of high school for residents of the &lt;em&gt;colonias&lt;/em&gt;. Further analysis of the pathway led to a model that describes these conditions in terms of built, cultural, human, and political capitals using the capital community framework (Emery &amp; Flora, 2008). The resulting model determines local community investments for advancing positive effects on the beginning, intermediary, and end conditions in the pathway, which have the capacity to positively impact education outcomes. The resulting model can be used to inform policy makers in making investment decisions for developing communities throughout the world including those that face devastation and are in the process of rebuilding sustainable infrastructure with limited financial capital.

Sustaining Engagement in Longitudinal Research With Vulnerable Families: A Mixed-Methods Study of Attrition.

The aim of this mixed-methods study was to investigate attrition at the age 10-year follow-up in a study of vulnerable children and their families living with low income following a two-generation preschool program in Calgary, Alberta, Canada. Quantitative factors associated with attrition included: (a) food bank use; (b) unstable housing; (c) child welfare involvement; (d) unpartnered status; and (e) caregiver noncompletion of high school. Qualitative themes related to attrition included: (a) income and employment; (b) health; (c) unstable housing; (d) change of guardianship; (e) domestic violence; (f) work and time management challenges; and (g) negative caregiver-child relationships. Triangulation of quantitative and qualitative results occurred using Maslow's Hierarchy of Needs; families with unmet physiological, safety, belongingness and love needs, and esteem needs were more likely to attrite. Attrition in longitudinal studies with vulnerable families is complex, affected by frequently changing life circumstances, and struggles to access necessities of life. Strategies for retaining vulnerable families in longitudinal research are offered.

The Influence of Paternal Separation, Paternal History of Alcohol Use Disorder Risk, and Early Substance Use on Offspring Educational Attainment by Young Adulthood.

This study aimed to determine the associations among paternal alcohol problems, separation, and educational attainment in European American and African American offspring and whether offspring early alcohol/tobacco/marijuana use influenced these associations. Families with offspring ages 13-19 years at intake were selected from state birth records and screened by telephone to determine high-risk or low-risk status (with/without paternal heavy drinking). Families of men with two or more driving-under-the-influence offenses were added as a very-high-risk group. Data from 340 African American and 288 European American offspring who were not enrolled in school at their last interview were analyzed. Educational attainment was modeled as less than high school, high school only (reference category), and some college or higher. Separation was defined as offspring report of not having lived continuously in the same household with their biological father from birth to age 14. Analyses were stratified by race. In European Americans, neither family risk status nor early alcohol/tobacco/marijuana use was associated with educational outcomes. However, paternal separation significantly elevated the likelihood of not completing high school in all models (relative risk ratios [RRRs] = 6.0-8.1, p <.001). For African American offspring, likelihoods of high school noncompletion were elevated marginally for paternal separation in only one model, but significantly for early marijuana use (RRRs = 2.8-3.2, p < .05). Very-high-risk status significantly reduced the likelihood of post-high school education in an adjusted model (RRR = 0.4, p < .05). High school noncompletion was significantly associated with paternal separation in European Americans and with early marijuana use in African American offspring. In addition, very-high-risk status reduced the likelihood of post-high school education in African American offspring only, suggesting that research with ethnically diverse samples yields important differences when examining outcomes of both separation and substance use on offspring education.

The Effect of Career and Technical Education on Human Capital Accumulation: Causal Evidence from Massachusetts

Earlier work demonstrates that career and technical education (CTE) can provide long-term financial benefits to participants, yet few have explored potential academic impacts, with none in the era of high-stakes accountability. This paper investigates the causal impact of participating in a specialized high school-based CTE delivery system on high school persistence, completion, earning professional certifications, and standardized test scores, with a focus on individuals from low-income families, a group that is overrepresented in CTE and high school noncompleters. Using administrative data from Massachusetts, I combine ordinary least squares with a regression discontinuity design that capitalizes on admissions data at three schools that are oversubscribed. All estimates suggest that participation in a high-quality CTE program boosts the probability of on-time graduation from high school by 7 to 10 percentage points for higher income students, and suggestively larger effects for their lower-income peers and students on the margin of being admitted to oversubscribed schools. This work informs an understanding of the potential impact of specific CTE program participation on the accumulation of human capital even in a high-stakes policy environment. This evidence of a productive CTE model in Massachusetts may inform the current policy dialog related to improving career pathways and readiness.

Restrictive educational placements increase adolescent risks for students with early-starting conduct problems.

Students with early-starting conduct problems often do poorly in school; they are disproportionately placed in restrictive educational placements outside of mainstream classrooms. Although intended to benefit students, research suggests that restrictive placements may exacerbate the maladjustment of youth with conduct problems. Mixed findings, small samples, and flawed designs limit the utility of existing research. This study examined the impact of restrictive educational placements on three adolescent outcomes (high school noncompletion, conduct disorder, depressive symptoms) in a sample of 861 students with early-starting conduct problems followed longitudinally from kindergarten (age 5-6). Causal modeling with propensity scores was used to adjust for confounding factors associated with restrictive placements. Analyses explored the timing of placement (elementary vs. secondary school) and moderation of impact by initial problem severity. Restrictive educational placement in secondary school (but not in elementary school) was iatrogenic, increasing the risk of high school noncompletion and the severity of adolescent conduct disorder. Negative effects were amplified for students with conduct problem behavior with less cognitive impairment. To avoid harm to students and to society, schools must find alternatives to restrictive placements for students with conduct problems in secondary school, particularly when these students do not have cognitive impairments that might warrant specialized educational supports.

Local Access to Family Planning Services and High School Noncompletion [224

INTRODUCTION: Teen pregnancy is associated with decreased educational attainment with 34% of teen mothers not achieving high school equivalency. This study explores whether geographic access to family planning services is associated with reduced high school non-completion for women. METHODS: The current locations of 725 Planned Parenthood clinics were merged with microdata from the 2012-2013 American Community Surveys. High school non-completion was defined as not currently attending school and not having attained high school equivalency. The association between female high school non-completion and clinic presence in the public use microdata area (PUMA) was assessed via nonparametric nearest neighbor matching estimation. Models included a rich set of sociodemographic covariates including male high school non-completion rate in order to account for unmeasured community characteristics affecting student achievement. RESULTS: Our sample included 284910 of 16-22 year-old females; 30.2% of individuals had at least one Planned Parenthood clinic in their PUMA. PUMAs with a clinic had a lower unadjusted rate of female high school non-completion rates than PUMAs without a clinic (4.1% versus 4.7%; P<.001). Nearest neighbor matching estimation analysis indicated that the presence of a Planned Parenthood clinic was associated with a 0.317 percentage point decrease in females high school non-completion rates (P=.013). This association was consistent across several models that included alternate sets of covariates. CONCLUSION: Local access to family planning services is associated with lower high school non-completion rates in young women. Further research is warranted to confirm whether this association reflects a causal relationship.

After Incarceration and Adult Learning

Mass incarceration in America is a moral, economic, and societal crisis with serious implications for many men of color and high school non-completers who are incarcerated at proportionally higher rates than Whites or college graduates. For the formerly incarcerated, engagement in adult learning, whether high school equivalency (HSE) or college, decreases the likelihood that they will return to prison, increases opportunities for employment, and serves as a powerful re-integration tool in society. This article describes one community college’s collaborative inquiry and writing project that uses archival, auto-ethnographic, and interview data to explore how formerly incarcerated students might be effectively engaged in adult education and offers this inquiry project as a potential model for this engagement. Through the voice of the faculty/instructor, this article conceptualizes the inquiry writing project process using a two-part framework: Chevalier and Buckles’ five stages of collaborative inquiry and critical race theory (CRT).

Type 2 diabetes in Canada: concentration of risk among most disadvantaged men but inverse social gradient across groups in women

To assess sex-specific associations of educational and income levels with Type 2 diabetes mellitus. Logistic regression analyses (Canadian Community Health Survey, cross-sectional) adjusted for ethnicity, immigration, urban/rural, overweight/obesity, physical inactivity, smoking, chronic conditions and regular physician. Compared to women with some post-secondary education, Type 2 diabetes was more likely in both high school graduates without post-secondary education [odds ratio (OR) 1.27, 95% confidence interval (CI) 1.07-1.51] and high school non-completers (OR 1.73, 95% CI 1.47-2.04); among men, definitive conclusions in high school graduates without post-secondary education could not be drawn (OR 0.93, 95% CI 0.78-1.12), but Type 2 diabetes was more likely in high school non-completers (OR 1.26, 95% CI 1.08-1.48). Compared to women with the highest income, Type 2 diabetes was three times more likely in the lowest income group (OR 2.90, 95% CI 2.25-3.73), 2.53 times more likely in the low middle income group (OR 2.53, 95% CI 1.98-3.24) and 55% more likely in the high middle income group (OR 1.55, 95% CI 1.20-2.01). Among men, Type 2 diabetes was approximately 40% more likely in both the lowest (OR 1.41, 95% CI 1.10-1.80) and low middle income groups (OR 1.39, 95% CI 1.12-1.71); definitive conclusions in the high middle income group could not be drawn (OR 1.05, 95% CI 0.87-1.28). In women, Type 2 diabetes increased monotonically with lower educational and income levels; in men, Type 2 diabetes was concentrated in the least educated and least affluent. Our findings support the need for policies and practices that lower diabetes risk among the most disadvantaged women and men and moderately disadvantaged women.

Trajectories of Anxiety During Elementary-school Years and the Prediction of High School Noncompletion

Previous research has provided mixed results regarding the effect of anxiety on academic achievement. Building on this body of research, the present longitudinal study pursued two goals. The first goal was to describe trajectories of anxiety during elementary-school years. The second goal was to determine the predictive value of these trajectories on high school noncompletion after controlling for personal (i.e., gender, classroom behaviors, and academic achievement) and familial (i.e., sociofamilial adversity) characteristics. A community sample of 1,817 children (887 boys, 930 girls) participated in this study. Results showed that anxiety tended to fluctuate from kindergarten to Grade 6 for different groups of children. Furthermore, the result of a logistic regression analysis indicated that group membership for anxiety predicted high school noncompletion by age 20. As a whole, these findings suggest that considering heterogeneous developmental patterns of anxiety during elementary-school years appears quite useful for predicting an important outcome such as high school noncompletion.

Lasting Consequences of the Summer Learning Gap

Prior research has demonstrated that summer learning rooted in family and community influences widens the achievement gap across social lines, while schooling offsets those family and community influences. In this article, we examine the long-term educational consequences of summer learning differences by family socioeconomic level. Using data from the Baltimore Beginning School Study youth panel, we decompose achievement scores at the start of high school into their developmental precursors, back to the time of school entry in 1st grade. We find that cumulative achievement gains over the first nine years of children's schooling mainly reflect school-year learning, whereas the high SES-low SES achievement gap at 9th grade mainly traces to differential summer learning over the elementary years. These early out-of-school summer learning differences, in turn, substantially account for achievement-related differences by family SES in high school track placements (college preparatory or not), high school noncompletion, and four-year college attendance. We discuss implications for understanding the bases of educational stratification, as well as educational policy and practice.

Prevalence and Correlates of Smoking During Pregnancy: A Comparison of Aboriginal and Non‐Aboriginal Women in Manitoba

Prenatal smoking rates vary substantially among racial and ethnic groups. Although prevalence of smoking among Aboriginal people in Canada is higher than in the general population, little is known about smoking rates during pregnancy among Aboriginal women or the characteristics of Aboriginal women more likely to smoke during pregnancy. The study purpose was to describe and compare the prevalence and correlates of smoking during pregnancy among Aboriginal and non-Aboriginal women giving birth in the Canadian province of Manitoba. Data were obtained from interviews with 684 postpartum women who delivered a live singleton infant in two tertiary hospitals in Manitoba. Stratified analysis was used to describe effect-measure modification for correlates of smoking among the Aboriginal and non-Aboriginal groups. A multivariable logistic regression was conducted for the total sample. A significantly higher proportion of Aboriginal women (61.2%) than non-Aboriginal women (26.2%) smoked during pregnancy. No correlates of smoking during pregnancy were specific to Aboriginal women, but several maternal characteristics were associated with smoking among non-Aboriginal women. After controlling for other factors, significant correlates of smoking during pregnancy for the total sample included inadequate prenatal care, low support from others, single marital status, illicit drug use, Aboriginal race/ethnicity, and noncompletion of high school among non-Aboriginal women. The high prevalence of smoking during pregnancy, particularly among Aboriginal women, necessitates coordinated efforts aimed at smoking prevention and cessation.

Kindergarten Disruptive Behaviors, Protective Factors, and Educational Achievement by Early Adulthood.

This study examined whether 2 aspects of disruptive behaviors (i.e., hyperactivity-inattention and aggressiveness-opposition) observed in kindergarten predict noncompletion of high school by early adulthood. Also investigated was whether other personal characteristics such as anxiety or prosociality as well as parent child-rearing attitudes and teacher management style exert a compensatory or protective role with respect to these predictive links. A community sample of 4,330 children participated in this study. Results showed that hyperactivity-inattention made a stronger contribution to predicting noncompletion of high school than did aggressiveness-opposition. However, prosociality and 2 parental child-rearing aspects (i.e., pleasure and discipline) played a compensatory role in this process. Theoretical and preventive implications of these results are stressed in the discussion.