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Factors that Promote High School Graduation: a Review of the Literature

Educational Psychology Review volume 29, pages 447–476 (2017)Cite this article

Abstract

A high school education prepares young people to participate positively in the economy and in civic life, among other positive life outcomes. However, nearly one in five American high school students does not graduate from high school on time, if ever. Progress has been made on understanding why students fail to complete high school and on raising graduation rates. Previous reviews and syntheses of this literature have focused on identifying factors that put students at risk for dropping out of school. Less is understood regarding what assets can promote high school graduation. Therefore, we reviewed research from the past 25 years on high school graduation, focusing on longitudinal, US-based studies of malleable factors that predict graduation. Through this systematic search, we identified 12 assets in individual, family, school, peer, and community contexts, which predict high school graduation, as well as identified assets for which more research is needed. Implications for policy and practice and directions for future research are discussed.

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Authors and Affiliations

  1. Boston University, Boston, MA, USA

    Jonathan F. Zaff & Alice Donlan

  2. Tufts University, Medford, MA, USA

    Aaron Gunning, Elana McDermott & Michelle Sedaca

  3. Georgetown University, Washington, DC, USA

    Sara E. Anderson

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  1. Jonathan F. Zaff
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Correspondence to Jonathan F. Zaff.

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Zaff, J.F., Donlan, A., Gunning, A. et al. Factors that Promote High School Graduation: a Review of the Literature. Educ Psychol Rev 29, 447–476 (2017). https://doi.org/10.1007/s10648-016-9363-5

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