For Whom the School Bell Tolls: The Impact of Dropping Out on Cognitive Performance.

Alexander, Karl L.; And Others

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Peer reviewed

ERIC Number: EJ323027

Record Type: CIJE

Publication Date: 1985

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: N/A

EISSN: N/A

For Whom the School Bell Tolls: The Impact of Dropping Out on Cognitive Performance.

Alexander, Karl L.; And Others

American Sociological Review, v50 n3 p409-20 Jun 1985

Describes a study that assessed the contribution of schooling to cognitive development by comparing the cognitive development for high school graduates and dropouts over a two-year period. Reports that the cognitive skills of students who stay in school improve more than those of dropouts and that dropping out harms disadvantaged students most. (KH)

Descriptors: Academic Achievement, Academic Persistence, Cognitive Development, Disadvantaged Youth, Dropout Characteristics, Dropouts, High Schools, Withdrawal (Education)

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A