School Culture and School Context Variables Predict High School Graduation Rates in Urban Schools

• In Event: Roundtable Session 31
  In Roundtable Session: Exploring the Intersection of Culture, Climate, Connectedness, and Student Achievement

Abstract

The percentage of students graduating in 4 years from 394 high schools in an urban school district was regressed on 9 school context variables. Statistically significant results were obtained (R = .889; F (9, 385) = 162.04, p < .001; Adj. R2 = .786) predicting 78.6% of the variability in % of students graduating. Five variables made significant unique contributions to prediction of percentage of students graduating: percentage of ELL students (6.9%), percentage of disabled students (2.2%), percentage student attendance (10.1%), percentage teacher attendance (0.6%), and percentage of respondents satisfied with school culture (0.8%). All p-values were < .001. Unique variable contributions accounted for 20.6% of predictable graduation variance.

Authors

• Jenny Yang, St. John's University

• Marcella Mandracchia, St. John's University

• Paul M. Miller, Saint John's University