Factors harder to influence
| Retention factors | Sub-factors | Overall effects |
|---|---|---|
| Socioeconomic status | Free and reduced lunchesa | Students with free or reduced lunches were less likely to succeed in secondary education |
| Family incomea,b,c | Students whose families had low income tended to succeed less often than those with high incomes | |
| Home resourcesc,d | Students with access to many home resources such as books, computers, internet, etc., […] tended to be more successful in secondary education | |
| Regionb | Those from a more affluent and urban region tended to do better in secondary education as opposed to those from more rural areas | |
| Family size and structure | Family structurea,b,c,e,f | Students from two parent households showed better results throughout their secondary educations |
| Teen parent statusa,b | If the student was a parent then their secondary education suffered | |
| Number of siblingsb,e | The more siblings a student has the higher the chance of the student struggling in their secondary education | |
| Special education or disability statusa | Those students with special education needs or disability status struggled far more than those without | |
| Parent characteristics | Parent’s educationa,b,c | The level of education that a student’s parent achieved was heavily related to the educational attainment of the student |
| Immigrant or English learner statusa,f | If a parent was an immigrant or an English learner the student tended to struggle much more throughout their secondary education | |
| Parents employmentb,c | Students whose mothers worked tended to struggle in their secondary education | |
| Age of mother at birthe | Students whose mothers were young when they gave birth tended to do poorly during their secondary education | |
| Educational attitudes | Parent attitudesd,e,f,g,h,i | Students whose families provided little to no parental support, supervision, or expectations did poorly in their secondary education |
| Student attitudesc,d,e,g,i,j | Students with low self-esteem and self-efficacy tended to do poorly in secondary education | |
| Academic performance | Standardized test scoresa,c,e,g,k,l | Low scores are correlated with poor success in secondary school |
| Grade point averagea,d,e,g,h,m,n,o | Low grade point averages were correlated with poor performance in secondary education | |
| School mobilityc,f,g | The more a student moved the less likely they were to succeed in secondary education |
| Retention factors | Sub-factors | Overall effects |
|---|---|---|
| Socioeconomic status | Free and reduced lunchesa | Students with free or reduced lunches were less likely to succeed in secondary education |
| Family incomea,b,c | Students whose families had low income tended to succeed less often than those with high incomes | |
| Home resourcesc,d | Students with access to many home resources such as books, computers, internet, etc., […] tended to be more successful in secondary education | |
| Regionb | Those from a more affluent and urban region tended to do better in secondary education as opposed to those from more rural areas | |
| Family size and structure | Family structurea,b,c,e,f | Students from two parent households showed better results throughout their secondary educations |
| Teen parent statusa,b | If the student was a parent then their secondary education suffered | |
| Number of siblingsb,e | The more siblings a student has the higher the chance of the student struggling in their secondary education | |
| Special education or disability statusa | Those students with special education needs or disability status struggled far more than those without | |
| Parent characteristics | Parent’s educationa,b,c | The level of education that a student’s parent achieved was heavily related to the educational attainment of the student |
| Immigrant or English learner statusa,f | If a parent was an immigrant or an English learner the student tended to struggle much more throughout their secondary education | |
| Parents employmentb,c | Students whose mothers worked tended to struggle in their secondary education | |
| Age of mother at birthe | Students whose mothers were young when they gave birth tended to do poorly during their secondary education | |
| Educational attitudes | Parent attitudesd,e,f,g,h,i | Students whose families provided little to no parental support, supervision, or expectations did poorly in their secondary education |
| Student attitudesc,d,e,g,i,j | Students with low self-esteem and self-efficacy tended to do poorly in secondary education | |
| Academic performance | Standardized test scoresa,c,e,g,k,l | Low scores are correlated with poor success in secondary school |
| Grade point averagea,d,e,g,h,m,n,o | Low grade point averages were correlated with poor performance in secondary education | |
| School mobilityc,f,g | The more a student moved the less likely they were to succeed in secondary education |
Notes: aInstitute of Education Sciences (2014); bEkstrom et al. (1986); cFinn and Rock (1997); dRoderick and Camburn (1999); eAlexander et al. (1997); fRumberger (1995); gRumberger and Larson (1998); hBarrington and Hendricks (1989); iBattin-Pearson et al. (2000); jVallerand et al. (1997); kLinderman and Baron-Donovan (2006); lJimerson (1999); mAllensworth and Easton (2005); nAllensworth and Easton (2007); oSuhyun et al. (2007)
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