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Author: Catterall, James S.
Resulting in 3 citations.
1. Catterall, James S.
A Process Model of Dropping Out of School: Implications for Research and Policy in an Era of Raised Academic Standards
Mimeo, Center for the Study of Evaluation, University of California - Los Angeles, 1986
Cohort(s): NLSY79
Publisher: Center for the Study of Evaluation (CSE), UCLA
Keyword(s): Dropouts; Education, Secondary; High School Dropouts; Longitudinal Surveys

Permission to reprint the abstract has not been received from the publisher.

This paper draws on path-like models of student attrition developed by researchers concerned with American higher education to suggest a process model of dropping out of school which is applicable to secondary schools. It notes that existing research on school dropouts has been conducted largely without the guidance of such a model. Central features of the model, the academic and social systems of the school, are discussed and the influence of individual student characteristics and of activities in the larger social system are considered. Accumulated evidence on school dropouts is discussed in light of the suggested model. Ways in which this evidence tends to support the structure and central constructs of the model are explained. Four national longitudinal surveys are identified (Project Talent, Youth in Transition Survey, the NLSY, and High School and Beyond Survey) and the major studies describing the surveys and using them to study dropouts are cited along with their findings. Findings are reported in the areas of pupil background factors, in-school performance and activities, and out-of-school interactions. Some implications of the model for future research into dropping out, the effects of legislated academic standards for the high school diploma, and dropout prevention efforts are explored. Four pages of references as well as figures and tables are included. [ERIC ED-281137]
Bibliography Citation
Catterall, James S. "A Process Model of Dropping Out of School: Implications for Research and Policy in an Era of Raised Academic Standards." Mimeo, Center for the Study of Evaluation, University of California - Los Angeles, 1986.
2. Catterall, James S.
Dumais, Susan A.
Hampden-Thompson, Gillian
The Arts and Achievement in At-Risk Youth: Findings from Four Longitudinal Studies
Research Report No. 55. Washington DC: The National Endowment for the Arts, March 2012.
Also: http://www.nea.gov/research/Arts-At-Risk-Youth.pdf
Cohort(s): NLSY97
Publisher: National Endowment for the Arts
Keyword(s): Academic Development; Achievement; Adolescent Behavior; Early Childhood Longitudinal Study (ECLS-B, ECLS-K); Educational Outcomes; High School Curriculum; National Education Longitudinal Survey (NELS)

Permission to reprint the abstract has not been received from the publisher.

This report examines the academic and civic behavior outcomes of teenagers and young adults who have engaged deeply with the arts in or out of school.

In several small-group studies, children and teenagers who participated in arts education programs have shown more positive academic and social outcomes in comparison to students who did not participate in those programs. Such studies have proved essential to the current research literature on the types of instrumental benefits associated with an arts education.

A standard weakness of the literature, however, has been a dearth of large-scale, longitudinal studies following the same populations over time, tracking the outcomes of students who received intensive arts exposure or arts learning compared with students who did not. The Arts and Achievement in At-Risk Youth is a partial attempt to fill this knowledge gap. The report’s authors, James Catterall et al., use four large national databases to analyze the relationship between arts involvement and academic and social achievements.

Bibliography Citation
Catterall, James S., Susan A. Dumais and Gillian Hampden-Thompson. "The Arts and Achievement in At-Risk Youth: Findings from Four Longitudinal Studies." Research Report No. 55. Washington DC: The National Endowment for the Arts, March 2012.
3. Stern, David
Paik, Il-Woo
Catterall, James S.
Nakata, Yoshi-Fumi
Labor Market Experience of Teenagers With and Without High School Diplomas
Economics of Education Review 8,3 (Summer 1989): 233-245.
Also: http://www.sciencedirect.com/science/article/pii/0272775782900036
Cohort(s): NLSY79
Publisher: Elsevier
Keyword(s): Dropouts; Educational Attainment; Employment; High School Dropouts; Unemployment Rate; Wages

Using data from the NLSY and the High School and Beyond Survey, this paper estimates the effect of a high school diploma on success in the labor market over and above the effects of such prior characteristics as race, family background, IQ, school performance, and other unmeasured characteristics. Analyses of both data sets reveal that most or all of the differences in unemployment and wages between graduates and dropouts is attributable to a "coefficient effect" i.e., to differences in how measured characteristics are translated into labor market success rather than to differences in the measured characteristics themselves.
Bibliography Citation
Stern, David, Il-Woo Paik, James S. Catterall and Yoshi-Fumi Nakata. "Labor Market Experience of Teenagers With and Without High School Diplomas." Economics of Education Review 8,3 (Summer 1989): 233-245.