Menu
×
West Ashley Library
Closed
Phone: (843) 766-6635
Folly Beach Library
Closed
Phone: (843) 588-2001
Edgar Allan Poe/Sullivan's Island Library
Closed for renovations
Phone: (843) 883-3914
Wando Mount Pleasant Library
Closed
Phone: (843) 805-6888
Village Library
Closed
Phone: (843) 884-9741
St. Paul's/Hollywood Library
Closed
Phone: (843) 889-3300
Otranto Road Library
Closed
Phone: (843) 572-4094
Mt. Pleasant Library
Closed
Phone: (843) 849-6161
McClellanville Library
Closed
Phone: (843) 887-3699
Keith Summey North Charleston Library
Closed
Phone: (843) 744-2489
John's Island Library
Closed
Phone: (843) 559-1945
Hurd/St. Andrews Library
Closed
Phone: (843) 766-2546
Miss Jane's Building (Edisto Library Temporary Location)
Closed
Phone: (843) 869-2355
Dorchester Road Library
Closed
Phone: (843) 552-6466
John L. Dart Library
Closed
Phone: (843) 722-7550
Baxter-Patrick James Island
Closed
Phone: (843) 795-6679
Main Library
2 p.m. – 5 p.m.
Phone: (843) 805-6930
Bees Ferry West Ashley Library
Closed
Phone: (843) 805-6892
Mobile Library
Closed
Phone: (843) 805-6909
Today's Hours
West Ashley Library
Closed
Phone: (843) 766-6635
Folly Beach Library
Closed
Phone: (843) 588-2001
Edgar Allan Poe/Sullivan's Island Library
Closed for renovations
Phone: (843) 883-3914
Wando Mount Pleasant Library
Closed
Phone: (843) 805-6888
Village Library
Closed
Phone: (843) 884-9741
St. Paul's/Hollywood Library
Closed
Phone: (843) 889-3300
Otranto Road Library
Closed
Phone: (843) 572-4094
Mt. Pleasant Library
Closed
Phone: (843) 849-6161
McClellanville Library
Closed
Phone: (843) 887-3699
Keith Summey North Charleston Library
Closed
Phone: (843) 744-2489
John's Island Library
Closed
Phone: (843) 559-1945
Hurd/St. Andrews Library
Closed
Phone: (843) 766-2546
Miss Jane's Building (Edisto Library Temporary Location)
Closed
Phone: (843) 869-2355
Dorchester Road Library
Closed
Phone: (843) 552-6466
John L. Dart Library
Closed
Phone: (843) 722-7550
Baxter-Patrick James Island
Closed
Phone: (843) 795-6679
Main Library
2 p.m. – 5 p.m.
Phone: (843) 805-6930
Bees Ferry West Ashley Library
Closed
Phone: (843) 805-6892
Mobile Library
Closed
Phone: (843) 805-6909
Patron Login
menu
Item request has been placed!
×
Item request cannot be made.
×
![loading](/sites/all/modules/hf_eds/images/loading.gif)
Characteristics of At-Risk Students in NELS:88. National Education Longitudinal Study of 1988. Statistical Analysis Report. Contractor Report. NCES 92-042
Item request has been placed!
×
Item request cannot be made.
×
![loading](/sites/all/modules/hf_eds/images/loading.gif)
- Author(s): Kaufman, Phillip; Bradbury, Denise; National Center for Education Statistics (ED)
- Language:
English- Source:
National Center for Education Statistics. 1992.- Publication Date:
1992- Document Type:
Reports - Research
Numerical/Quantitative Data - Language:
- Additional Information
- Availability: National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/
- Peer Reviewed: Y
- Source: 105
- Intended Audience: Researchers; Policymakers; Practitioners
- Education Level: Grade 8
Junior High Schools
Middle Schools
Elementary Education
Secondary Education - Subject Terms: At Risk Students; Longitudinal Studies; Statistical Analysis; Demography; Performance Factors; Family Characteristics; Individual Characteristics; Parent Participation; Multivariate Analysis; Student Characteristics; Student Records; Student Behavior; Teacher Attitudes; Educational Environment; Sample Size; Statistical Data; Tables (Data); Error of Measurement; National Surveys; Grade 8; Mathematics Achievement; Reading Achievement; Underachievement; Achievement Tests; Dropout Characteristics
- ISBN: 978-0-16-038011-2
- Abstract: The National Education Longitudinal Study of 1988 (NELS:88) is a large-scale, national longitudinal study designed and sponsored by the National Center for Education Statistics (NCES), with support from other government agencies. Beginning in the spring of 1988 with a cohort of eighth graders (25,000) attending public and private schools across the nation, these same individuals were re-surveyed in 1990. During the base-year, data were also collected from students' parents, teachers, and school principals. Taken together, the base-year and follow-up data of NELS:88 provide a wealth of information about eighth graders (1988 school year) as they move both in and out of the U.S. school system and into the many and varied activities of early adolescence. This study examines the characteristics of eighth-grade students who were at risk of school failure (i.e., low achievement test scores and dropping out of school). Seven sets of variables were examined: (1) basic demographic characteristics; (2) family and personal background characteristics; (3) the amount of parental involvement in the student's education; (4) the student's academic history; (5) student behavioral factors; (6) teacher perceptions of the student; and (7) the characteristics of the student's school. Three measures of school failure were used: (1) scores on achievement tests in mathematics; (2) scores on achievement tests in reading; and (3) dropout status as of spring 1990. About 19 percent of the eighth-grade class of 1988 were performing below the basic proficiency level in mathematics, while about 14 percent were performing below the basic proficiency level in reading. In addition, about 6 percent of the eighth-grade cohort of 1988 were dropouts in the spring of 1990. In this study, many factors were found to predict at-risk status that were independent of the student's sex, race-ethnicity, and socioeconomic background. Controlling for basic demographic characteristics, the following groups of students were found to be more likely to have poor basic skills in the eighth grade and to have dropped out between the 8th and the 10th grades: (1) Students from single-parent families, students who were overage for their peer group, or students who had frequently changed schools; (2) Eighth-grade students whose parents were not actively involved in the student's school, students whose parents never talked to them about school-related matters, or students whose parents held low expectations for their child's future educational attainment; (3) Students who repeated an earlier grade, students who had histories of poor grades in mathematics and English, or students who did little homework; (4) Eighth-graders who often came to school unprepared for classwork, students who frequently cut class, or students who were otherwise frequently tardy or absent from school; (5) Eighth-graders who teachers thought were passive, frequently disruptive, inattentive, or students who teachers thought were underachievers; and (6) Students from urban schools or from schools with large minority populations. These findings should prove to be useful to researchers, educators, and policymakers who are interested in better understanding the many factors that can lead to school failure. The following are appended: (1) Data and Methodology; and (2) Sample Sizes, Percentage Tables, and Standard Error Tables.
- Abstract: ERIC
- EIS Cited: ED565682
- Publication Date: 2016
- Accession Number: ED566856
- Availability:
Contact CCPL
Copyright 2022 Charleston County Public Library Powered By EBSCO Stacks 3.3.0 [350.3] | Staff Login
No Comments.