Abstract
This study examines characteristics that distinguish succeeding and failing Hispanic students at an inner-city high school. While research on this topic has historically focused on dropouts, this study seeks to better understand successful high school students. Participants in the study were 48 Hispanic tenth-grade students at a large, predominantly minority and low-income high school. High-and low-risk groups were identified on the basis of ninth-grade attendance rates and course failures. When compared to their high-risk counterparts, low-risk students were found to be more satisfied with their school and to maintain a social group predominantly free of gang members. The findings are discussed in terms of how the distinguishing variables contribute to students' success.
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Obtained degree in clinical-community psychology from DePaul University. Research focuses on adolescent risk factors, particularly as they relate to academic success and high school completion.
Earned degree in clinical-community psychology from the University of Rochester. Has published extensively on issues related to prevention and community psychology. Most recently work has focused on strategies to help high-risk school transfer children adjust to the academic demands of their new schools.
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Reyes, O., Jason, L.A. Pilot study examining factors asscociated with academic success for hispanic high school students. J Youth Adolescence 22, 57–71 (1993). https://doi.org/10.1007/BF01537904
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DOI: https://doi.org/10.1007/BF01537904