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dc.contributor.advisorJordan, Will J.
dc.creatorPolat, Bikem
dc.date.accessioned2020-08-25T19:56:36Z
dc.date.available2020-08-25T19:56:36Z
dc.date.issued2020
dc.identifier.urihttp://hdl.handle.net/20.500.12613/294
dc.description.abstractEducational attainment in the U.S. continues to be marred by racial and socioeconomic (SES) disparities. Despite decades of research on the predictors of attainment and the decreases in dropout rates, minority-race and low-income youth continue to dropout at higher rates than their White and wealthy peers. Therefore, the question remains, why do many students persist while some drop out? To better understand attainment, an analysis of a nationally representative sample within which attainment is evaluated as part of a process of grade advancement and the nuanced nature that the timing, frequency, and severity of previous life events have on a child’s educational path are addressed is needed. The study presented here is a first step to evaluate the effects of residential mobility and school exclusion history on the attainment of a cohort of the National Longitudinal Study of Adolescent Health (Add Health). First, patterns of school exclusion, residential mobility, and dropout over the study period were outlined. Next, the relationships between predictors of dropout and dropout examined. Finally, the effects of the frequency and timing of residential mobility, school exclusion, and other predictors on attainment were explored using discrete time survival analysis. Findings indicate the potential utility of these methods in future research to better understand the process of dropout so more informed interventions can be designed to serve students.
dc.format.extent103 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducational Sociology
dc.subjectEducation Policy
dc.subjectEducation
dc.subjectDropout
dc.subjectResidential Mobility
dc.subjectSchool Exclusion
dc.titleThe Effects of Residential Mobility and School Exclusion History on Educational Attainment
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberHindman, Annemarie H.
dc.contributor.committeememberFader, Jamie J.
dc.contributor.committeememberMorrison, Dana
dc.description.departmentUrban Education
dc.relation.doihttp://dx.doi.org/10.34944/dspace/278
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
dc.identifier.proqst14164
dc.creator.orcid0000-0002-4872-2630
dc.date.updated2020-08-18T19:05:01Z
refterms.dateFOA2020-08-25T19:56:36Z
dc.identifier.filenamePolat_temple_0225E_14164.pdf


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