Examining the relationship between socioeconomic status and academic achievement among high and low performers as reflected in dropout rates in the National Education Longitudinal Study
Abstract
The purpose of this study was to examine the relationship between socioeconomic status and academic achievement among high and low performers as reflected in dropout rates in the National Education Longitudinal Study. The National Education Longitudinal Study of 1988 (NELS:88/2000) examined the educational attainment for 21 percent of 1988 eighth-graders who had dropped out of high school between eighth grade and the spring of 1994, 2 years after they would have graduated (Berktold, Kaufman and Geis,1998). Archival student data from this sample was collected and analyzed. A Chi-Square Test with Cross Tabulations were used for analysis in addition to Pearson, Spearman and Kendall tau-b Correlational tests. The results revealed that low-socioeconomic students are ten times more likely to dropout of high school than those from high socioeconomic populations.
Subject Area
Educational sociology|School administration|Psychology
Recommended Citation
Calisha Brooks,
"Examining the relationship between socioeconomic status and academic achievement among high and low performers as reflected in dropout rates in the National Education Longitudinal Study"
(2010).
ETD Collection for Tennessee State University.
Paper AAI1476668.
https://digitalscholarship.tnstate.edu/dissertations/AAI1476668