| Summary: | This study examined teachers' and administrators' perceptions of English
language learner dropout antecedents at 95 secondary schools in Texas targeting two
goals. First, perceptions of ninth-grade dropout were assessed to identify push, pull, or
falling-out factors of dropout. Push factors include school-related consequences like
attendance or disciplinary infractions. Pull factors include out-of-school enticements like
jobs and family. Finally, fall factors refer to student disconnection with school leading to
dropout. Second, four categories of dropout factors (student demographics, student
experiences, school factors, and instructional practices) were tested to see which had the
highest perceived rank.
The first research question assessed ninth-grade academic engagement and
dropout antecedents among ELL dropouts. Engagement factors including persistence
and previous preparation for high school were perceived as highly important qualities
while discipline problems were a major challenge. Falling-out factors were perceived at
the highest rank in causing ninth-grade ELL dropout. Among falling-out factors, lack of L1/L2 proficiency was cited as a chief cause, conflicting with nationally representative
studies. Push factors, including low achievement, ranked second and pull factors, last.
The second research question assessed perceptions of ELL dropout according to
four ELL dropout categories. Antecedents related to student experiences ranked highest
in causing ELL dropout, including language proficiency, employment, and parenting
needs. Thus, ELL's were perceived as the primary reason for ELL dropout, concurring
with nationally representative studies.
Overall, ESL teachers and coordinators reported ninth-grade falling-out factors
and pull factors during high school at higher rates than other respondents. They placed
the major blame for dropout on events in student's lives luring them from school.
Regular teachers reported that ninth-grade ELL dropouts profoundly struggled with
language proficiency, lack of effort, and lack of belonging, suggesting that cumulative
challenges of ELLs resulted in dropout. Administrators reported a strong link between
retention and ELL dropout. When combined with regular teachers, both had a unified
perception of blame for dropout being on factors at home and work.
Findings suggest developing comprehensive dropout antecedent lists for ELLs,
studying early and late ELL dropout, and incorporating a qualitative methodology in
survey techniques.
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