This preview shows pages 1–3. Sign up to view the full content.
This preview has intentionally blurred sections. Sign up to view the full version.View Full Document
Unformatted text preview: 32 Volume 19 ✤ Number 1 ✤ Fall 2007 ✤ pp. 32–64 t More Than One Gap: Dropout Rate Gaps Between and Among Black, Hispanic, and White Students Dick M. Carpenter II & Al Ramirez University of Colorado, Colorado Springs This study is the second in a series of investigations designed to explore issues surrounding the achievement gap, or, as concluded in our prior work, achievement gaps. The first study (Carpenter, Ramirez, & Severn, 2006) used data from the National Education Longitudinal Study of 1988 (NELS: 88) to examine nuances of academic achievement gaps among Black, White, and Hispanic students, with a particular focus on not only gaps between groups but also within groups. Findings from the analysis showed unique patterns and multiple achievement gaps, both between and within groups. In fact, results indicated within-group gaps were often more significant than gaps between groups. This research extends that effort by examining variables associated with dropout behavior as a measure of achievement gaps. As in the first study, comparisons were made among Black, White, and Hispanic students, paying particular attention to gaps in dropout rates both between and within groups. The research progressed in two phases. Phase I used the same vari- ables from the prior investigation to determine if the patterns among independent variables would prove consistent with a dif- ferent dependent variable (dropout status rather than academic achievement on tests). Phase II added another index of variables more conceptually aligned with dropout behavior. Results from Phase I showed little consistency with findings from our first investigation and the resulting logistic hierarchi- Copyright © 2007 Prufrock Press, P.O. Box 8813, Waco, TX 76714 summary Carpenter, D. M., II, & Ramirez, A. (2007). More than one gap: Dropout rate gaps between and among Black, Hispanic, and White students. Journal of Advanced Academics, 19, 32–64. The achievement gap, traditionally measured by test scores, also can be documented by dropout behavior. Examining dropout behavior among Black, White, and Hispanic students, with a particular focus on gaps within groups and not just between Whites and minorities, shows a clearer picture of the achievement gap. The results of our study show multiple achievement gaps both between and within groups, ulti- mately concluding that within-group gaps were often more significant than gaps between groups. Through hierarchical linear modeling, we found two common predictors for all three groups—being held back and number of suspensions. Hispanic and White students showed three additional predictors in common—time spent on homework, gender, and family composition. White and Black students shared only one common predictor beyond suspensions and being held back: parental involvement. Black and Hispanic students shared no additional com- mon predictors. Finally, race/ethnicity generally proved not to be a significant predictor of dropping out. Gaps within groups may be more significant predictor of dropping out....
View Full Document
This note was uploaded on 10/07/2009 for the course EDP 300 taught by Professor West during the Spring '09 term at West Chester.
- Spring '09