The Role of Informant in Associations Among School Climate, Dropout Rates, and Academic Expectations

• In Event: Roundtable Session 13
  In Roundtable Session: Improving Districts: Organizational Climate, Leadership, and District-Wide Efforts

Abstract

Although school climate has been identified as having strong linkages to high school dropout rates, little is known about the role that different informants play in these associations. Regression models for student and teacher reports of school climate and academic expectations were examined to evaluate their differential associations with dropout rates in a sample of 315 high schools while controlling for a variety of important school demographics. Results revealed that student reports of academic expectations and teacher reports of support were significant predictors of dropout rates, and that students’ perceived academic expectations moderated the association between teacher reports of school climate and dropout rates.

Authors

• Yuane Jia, University of Virginia

• Timothy R. Konold, University of Virginia

• Dewey G. Cornell, University of Virginia