CoChat
Sign Up
Cited by 738Educational Outcomes and InfluencesSchool Choice and PerformanceEducational Environments and Student Outcomes

The DOI matches its Crossref record; 57 of the 59 references it cites were found in a registry or an index.

Dropping Out of High School: The Role of School Organization and Structure

Open access
Lee, Valerie E., Burkam, David T.·2003·American Educational Research Journal
DOI 10.3102/00028312040002353
Open this paper in CoChat — free account

Abstract

In this study, we explore how high schools, through their structures and organization, may influence students’ decisions to stay in school or drop out. Traditional explanations for dropout behavior have focused on students’ social background and academic behaviors. What high schools might do to push out or hold students has received less empirical scrutiny. Using a sample of 3,840 students in 190 urban and suburban high schools from the High School Effectiveness Supplement of the National Educational Longitudinal Study of 1988, we apply multilevel methods to explore schools’ influence on dropping out, taking into account students’ academic and social background. Our findings center on schools’ curriculum, size, and social relations. In schools that offer mainly academic courses and few nonacademic courses, students are less likely to drop out. Similarly, students in schools enrolling fewer than 1,500 students more often stay in school. Most important, students are less likely to drop out of high schools where relationships between teachers and students are positive. The impact of positive relations, however, is contingent on the organizational and structural characteristics of high schools.

Overview

Integrity signals

Registry

Crossref · 10.3102/00028312040002353

Cites

57 of 57 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Show all 59 references

Research works printed but not linked: 13

  1. 10.1177/016146810110300404 · DOI
  2. 10.3102/00346543059002117 · DOI · Paper page
  3. Kaufman P, 1996, A comparison of high school dropout rates in 1982 and 1992
  4. Lee VE, 1998, High school curriculum structure: Effects on coursetaking and achievement in mathematics for high school graduate
  5. Lee VE, 1998, Paper presented at Social Capital: An International Conference Bridging Disciplines, Policies, and Communities
  6. Lee VE, 1999, Paper presented at the annual meeting of the American Sociological Association
  7. 10.3102/01623737022002147 · DOI
  8. MacLeod J, 1987, Ain't no makin' it: Leveling aspirations in a low-income neighborhood
  9. National Center for Education Statistics [NCES], 1992, Transitions experienced by 1988 eighth graders
  10. Pallas AM, 1986, The Condition of education, 1986
  11. Pallas AM, 1989, Research in sociology of education and socialization, 8, 87
  12. 10.2307/1131438 · DOI · Paper page
  13. Scott LA, 1996, High school effectiveness study: Data file user's manual

Cited by

Sorted by citations

Items 601–700 of 735

Related

See all

Metadata

Authors
Lee, V. E., & Burkam, D. T.
Affiliations
University of Michigan (US)
Venue
American Educational Research Journal
Publisher
American Educational Research Association (AERA)
Published
2003-01
Volume
40
Issue
2
Pages
353-393
ISSN
  • 0002-8312 (ISSN-L)
  • 1935-1011
DOI
10.3102/00028312040002353
OpenAlex
W2123273115
Cited by
738
References
59
Citations by year
2026: 8 · 2025: 29 · 2024: 15 · 2023: 17 · 2022: 20 · 2021: 26 · 2020: 34 · 2019: 38 · 2018: 26 · 2017: 34 · 2016: 59 · 2015: 49 · 2014: 47 · 2013: 56 · 2012: 63
FWCI
85.69
Type
journal article
Language
en
Open access
Licence
Locations
  • American Educational Research Journal (publishedVersion)
  • eScholarship (California Digital Library) (submittedVersion, cc-by)
Topics
  • Social Sciences › Education › Educational Outcomes and Influences
  • Social Sciences › Education › School Choice and Performance
  • Social Sciences › Education › Educational Environments and Student Outcomes
Keywords
high school dropout, school organization, school structure, school size, course program, teacher-student relationship, student retention

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review