Factors easier to influence
| Retention factors | Sub-factors | Overall effects |
|---|---|---|
| Social engagement | Burn outa | Students with high educational expectations but few resources will tend to do poorly throughout their secondary education |
| Workingb | Students who work 10>hours a week tend to do better in secondary education while those who work 10 + per week tend to do poorly | |
| Extracurricular participationc,d | Students who participate in extracurricular activities tend to do better in their secondary education | |
| Academic performance | Rate of school attendanced,e,f,g,h,i,k | Students who attend classes more regularly tend to do better |
| Frequency of behavior or discipline incidents in schoolc,e,h,i,j,k | Those with fewer disciplinary or behavioral incidents succeed more often in secondary education | |
| Performance at grade levele,f,g,l,m | Students who are behind in their grade level have a difficult time catching up and, as a result, tend to do poorly in secondary education | |
| Academic performance continued | Classes schedulen | Students enrolled in more difficult classes tend to do better in their secondary education |
| Classes for college credito | Students who are enrolled in concurrent classes or AP classes succeed more in their secondary education | |
| School performance | Guidance feedbackn,p,q | Students that attend schools with access to guidance and feedback from counselors tend to do better |
| Facility resourcesa,n,p,q,r | Students that attend schools with current technology as well as access to counselors and mentors tend to do better | |
| School characteristics (staff ability levels and school demographics)c | Students who attend schools with low teacher/student ratios, crime, and numbers of students tend to do better |
| Retention factors | Sub-factors | Overall effects |
|---|---|---|
| Social engagement | Burn outa | Students with high educational expectations but few resources will tend to do poorly throughout their secondary education |
| Workingb | Students who work 10>hours a week tend to do better in secondary education while those who work 10 + per week tend to do poorly | |
| Extracurricular participationc,d | Students who participate in extracurricular activities tend to do better in their secondary education | |
| Academic performance | Rate of school attendanced,e,f,g,h,i,k | Students who attend classes more regularly tend to do better |
| Frequency of behavior or discipline incidents in schoolc,e,h,i,j,k | Those with fewer disciplinary or behavioral incidents succeed more often in secondary education | |
| Performance at grade levele,f,g,l,m | Students who are behind in their grade level have a difficult time catching up and, as a result, tend to do poorly in secondary education | |
| Academic performance continued | Classes schedulen | Students enrolled in more difficult classes tend to do better in their secondary education |
| Classes for college credito | Students who are enrolled in concurrent classes or AP classes succeed more in their secondary education | |
| School performance | Guidance feedbackn,p,q | Students that attend schools with access to guidance and feedback from counselors tend to do better |
| Facility resourcesa,n,p,q,r | Students that attend schools with current technology as well as access to counselors and mentors tend to do better | |
| School characteristics (staff ability levels and school demographics)c | Students who attend schools with low teacher/student ratios, crime, and numbers of students tend to do better |
Notes: aSalmela-Aro and Upadyaya (2014); bMarsh and Kleitman (2005); cFinn and Rock (1997); dRumberger and Larson (1998); e(2014); fAllensworth and Easton (2007); gBarrington and Hendricks (1989); hBattin-Pearson et al. (2000); iRumberger and Larson (1998); jSuhyun et al. (2007); kJimerson (1999); lAlexander et al. (1997); mAllensworth and Easton (2005); nNorton (2011); oCrouse and Allen (2014); pSolberg et al. (2007); qHovdhaugen et al. (2013); rKalsbeek and Zucker (2013)
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