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Authoritative School Climate and High School Dropout Rates

NCJ Number
250861
Journal
School Psychology Quarterly Volume: 31 Issue: 2 Dated: June 2016 Pages: 289-303
Author(s)
Y. N. Jia; T. R. Konold; D. Cornell
Date Published
June 2016
Length
15 pages
Annotation
This study tested the association between school-wide measures of an authoritative school climate and high school dropout rates in a statewide sample of 315 high schools.
Abstract
Regression models at the school level of analysis used teacher and student measures of disciplinary structure, student support, and academic expectations to predict overall high school dropout rates. Analyses controlled for school demographics of school enrollment size, percentage of low-income students, percentage of minority students, and urbanicity. Consistent with authoritative school climate theory, moderation analyses found that when students perceived their teachers as supportive, high academic expectations were associated with lower dropout rates. (Publisher abstract modified)