Shane R. Jimerson

A Prospective Longitudinal Study of High School Dropouts Examining Multiple Predictors Across Development

Prior studies report a variety of demographic, school, individual, and family characteristics that are related to high school drop out. This study utilizes data from a 19-year prospective longitudinal study of “at-risk” children to explore multiple predictors of high school dropouts across development. The proposed model of dropping out emphasizes the importance of the early home environment and the quality of early caregiving influencing subsequent development. The results of this study demonstrate the association of the early home environment, the quality of early caregiving, socioeconomic status, IQ, behavior problems, academic achievement, peer relations, and parent involvement with dropping out of high school at age 19. These results are consistent with the view of dropping out as a dynamic developmental process that begins before children enter elementary school. Psychosocial variables prior to school entry predicted dropping out with power equal to later IQ and school achievement test scores. In our efforts to better understand processes influencing dropping out prior to high school graduation, early developmental features warrant further emphasis.

Toward an Understanding of Definitions and Measures of School Engagement and Related Terms

This article provides an overview of definitions and measures related to school engagement. The intent herein, is to explore the construct and measurement of school engagement and related terms and provide a summary of previous literature, in an effort to offer a foundation to advance related scholarship and practice. Previous articles exploring school engagement, school bonding, and other associated terms (e.g., school attachment, school commitment, motivation) include a variety of definitions and measures. Items used in previous research addressing school engagement and related terms were classified into five contexts: a) academic performance, b) classroom behavior, c) extracurricular involvement, d) interpersonal relationships, and e) school community. Based on this review, it is suggested that school engagement is a multifaceted construct that includes affective, behavioral, and cognitive dimensions. Conceptualizing school engagement as a multifaceted construct has implications for both research and practice.

A longitudinal study of achievement trajectories : Factors associated with change

Using data from a longitudinal study of high-risk children (N = 174), the authors examined deflections from predicted achievement scores on the basis of the discrepancy of observed scores from an established regression line (from first to sixth grade and first grade to age 16 years). Years in special education and socioeconomic status (SES) were related to changes in math achievement between first and sixth grade, whereas SES, child behavior problems, and quality of home environment were related to deflections in achievement from first grade to age 16 years. The environmental factors, quality of home environment, parent involvement in the childs education, and SES were related to improved achievement across time. These results suggest that early school, family, home environment, and child factors are important predictors of academic achievement deflections in late elementary and high school.

On the Failure of Failure: Examining the Association Between Early Grade Retention and Education and Employment Outcomes During Late Adolescence

Past research examining the efficacy of early grade retention has presented mixed results, including numerous deleterious outcomes, especially during adolescence. The results of this 21-year, prospective, longitudinal study—which includes retained students, low-achieving but promoted students, and a control group—provide evidence that retained students have a greater probability of poorer educational and employment outcomes during late adolescence. Specifically, retained students had lower levels of academic adjustment at the end of 11th grade, were more likely to drop out of high school by age 19, were less likely to receive a diploma by age 20, were less likely to be enrolled in a postsecondary education program, received lower education/employment status ratings, were paid less per hour, and received poorer employment competence ratings at age 20 in comparison to a group of low-achieving students. Furthermore, the low-achieving but promoted group was comparable to the control group in all employment outcomes at age 20. Given the importance of a quality education and socioemotional adjustment for subsequent development, the effects of early grade retention may be further understood by considering a transactional model of development.

A prospective, longitudinal study of the correlates and consequences of early grade retention ☆

Abstract The characteristics of children retained in early elementary school and the effects of retention on achievement and adjustment were examined throughout the elementary years and again at age 16 years. When compared to a group of nonretained children who displayed similar levels of early achievement and were comparable on two measures of intelligence, the retained subjects were more likely to be males with significantly poorer adjustment. Parents of comparison children were higher on IQ and were more involved with the school than parents of retained children. Controlling for initial levels of achievement and adjustment, little evidence was found supporting retention as an intervention for improving educational outcomes. The retained group showed a temporary advantage in math achievement, but this disappeared as both groups faced new material. Moreover, the retained group exhibited significantly lower emotional health in the sixth grade. It is concluded that elementary grade retention was an ineffective intervention for both achievement and adjustment.

Strength-Based Assessment and School Psychology: A Summary and Synthesis

During the past decade there has been an increasing interest in positive psychology, which promotes a shift away from the traditional deficit-based model of mental health to a framework that emphasizes social-emotional strengths. The building of strengths and an emphasis on the prevention of problems are at the forefront of positive psychology and equally important in the field of school psychology. Based on a review of the extant literature, this article addresses four important questions: (a) What is strength-based assessment? (b) Why use strength-based assessment in school psychology? (c) What are examples of strength-based assessments? and (d) What are the limitations and needs for further research related to strength-based assessment? Implications for both research and practice are emphasized throughout.

A Longitudinal Study of Grade Retention: Academic and Behavioral Outcomes of Retained Students through Adolescence.

Most research examining the efficacy of early grade retention has been limited to outcomes during elementary school. A notable gap in the retention literature is the dearth of studies examining outcomes during late adolescence. The results of this prospective longitudinal study include comparisons among four unique samples: (1) early grade retainees; (2) students retained in a transition classroom; (3) students recommended for transitional placement but promoted; and (4) regularly promoted students, through the eleventh grade. Results of this study failed to demonstrate the effectiveness of grade retention on academic achievement. Moreover, analyses of behavior suggest that retained students display more aggression during adolescence. Furthermore, the group of students recommended for transitional placement, but promoted, were comparable to the control group on all achievement and behavior measures during high school. The results of this study may be further understood considering a transactional model of development, emphasizing the importance early experiences on subsequent development. The results of longitudinal studies of grade retention warrant further consideration in developing educational policies and implementing effective prevention and early intervention strategies.

Handbook of response to intervention

Mode of access: World Wide Web. ; Vendor-supplied metadata. ; SpringerLink ; Springer English/International eBooks 2016 - Full Set. ; Print version: ; Jimerson, Shane R. ; Handbook of Response to Intervention : The Science and Practice of Multi-Tiered Sys

Exploring the Association Between Grade Retention and Dropout: A Longitudinal Study Examining Socio-Emotional, Behavioral, and Achievement Characteristics of Retained Students

Previously published research has not moved beyond studying the general association between retention and high school dropout. This longitudinal study seeks to evaluate within-group differences, exploring the characteristics of those students who are retained and subsequently drop out as compared to those students who are retained and do not drop out. A transactional-ecological view of development is presented to assist in situating the findings within a framework of long-term outcomes across development. The results of this study suggest that there are early socio-emotional and behavioral characteristics that distinguish which retained students are most likely to drop out of high school. In addition, maternal level of education and academic achievement in the secondary grades were also associated with high school graduation status. These findings provide information that extend beyond the association between grade retention and later dropout. In particular, this investigation suggests that it is especially important to attend to the socio-emotional and behavioral adjustment of children throughout their schooling to facilitate both their immediate and long-term academic success.

How Many School Psychologists are There in Each Country of the World?: International Estimates of School Psychologists and School Psychologist-to-Student Ratios

How many school psychologists are there in each country of the world? Findings from this study indicate over 76,100 school psychologists throughout 48 countries from which estimates were available as of 2007. When considering the total number of school psychologists in a given country, it is essential to also consider the number of school-age children. The school psychologist-to-student ratio provides an omnibus indicator of the development of the profession of school psychology in countries around the world. Calculations revealed a wide range of school psychologist-to-school-age children ratios in countries around the globe. It is notable that many of the countries with the largest populations of school-age children in the world have the fewest school psychologists. Ideas for future scholarship that will further enhance our understanding of school psychology internationally are discussed.