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Education and Urban Society
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0013124508316438v1
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Article

Connecting Entrance and Departure: The Transition to Ninth Grade and High School Dropout

Ruth Curran Neild1*, Scott Stoner-Eby2, and Frank Furstenberg3

1 John Hopkins University
2 Messiah College
3 University of Pennsylvania

* To whom correspondence should be addressed. E-mail: rneild{at}csos.jhu.edu.


  Abstract
Recent reports have demonstrated that the United States has a dropout crisis of alarming proportions. In some large-city school systems, more than 50% of students leave high school without a diploma. A large proportion of these dropouts have not accumulated enough credits to be promoted beyond ninth grade. Using survey and student record data for a cohort of Philadelphia public school students, the authors find that ninth-grade academic outcomes are not simply proxies for student characteristics measured during the pre–high school years and that ninth-grade outcomes add substantially to the ability to predict dropout. An implication is that efforts to decrease the dropout rate would do well to focus on the critical high school transition year.

First published on April 10, 2008, doi:10.1177/0013124508316438

Education and Urban Society 2008;40:543.

A more recent version of this article appeared on July 1, 2008

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 REVIEW OF RESEARCH IN EDUCATIONHome page
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