An Examination of Multiple Risk Factors Contributing to Student Dropout Risks Using an Ecological Systems Perspective

Background and Purpose: Students who do not complete high school are at risk of higher unemployment, lower wages, and higher incarceration rates. Not only do these impact the individual, but their families and society as well. There are several academic and non-academic factors that can potentially put a student at risk of dropping out of high school. Currently, eligibility criteria for identifying students at-risk, used by many Communities in Schools Affiliates (CIS) in Texas that provide a dropout prevention program, are mostly academically based indicators. Incorporating an ecological systems perspective, this study aimed to explore the impact of academic and non-academic factors on various outcome variables related to dropout risks.

Methods: For this study a cross-sectional survey was completed in four middle schools and two high schools. Convenience sampling was used and consisted of case-managed students from a local CIS Texas affiliate. An adapted version of the Authoritative School Climate survey was used to measure non-academic factors, (i.e., school climate variables) such as student engagement, school disciplinary structure, and peer support. Academic factors were measured using grades, behavior, and attendance from the previous year and current year. Multiple regression analyses were conducted to examine the effect of the factors on dropout ideation.

Results:The sample included the answers of students in grades 6-12 (N=71); over half were female (57.7%), Hispanic (40%), and qualified for free/reduced lunch (84.5%). The findings show that dropout ideation was not statistically associated with academic factors (grades, behavior, and attendance), but significantly associated with some non-academic factors: more peer risk activities (t= 3.163), less student engagement (t= -2.762), and participating in less school activities (t=-2.004). Additional regression analyses showed that academic factors were associated with non-academic factors: academic concerns and student engagement (t=-2.182) and behavioral concerns and youth risk behavior (t=-2.359).

Conclusions and Implications: In spite of the limitations of this study (e.g., small sample), this study provides important information for practice and policy. Recommendations include the need for additional eligibility criteria for students considered at risk of dropping out of high school and CIS success coaches and campus administration taking preventative measures and developing programs based on risk behaviors. Schools should also implement more social-emotional learning assessments and interventions to focus on factors such as overall school climate and student engagement.