HIGH-SCHOOL COMPLETION AMONG MEXICAN-AMERICAN CHILDREN - INDIVIDUAL AND FAMILY BACKGROUND VARIABLES

This study investigated Mexican-American elementary-age children with older siblings who were either high school dropouts or persisters. Per sisters were defined as students who had already graduated or who had reached the age of 16 and were making satisfactory progress in school. The variables examined included the younger student's expectation of completing high school ratings of academic self-competence, school att itude, number of absences, and whether retention had occurred. Eighty subjects participated, 40 siblings of drop outs and 40 siblings of per sisters. Siblings of dropouts reported a lower expectation of completi ng high school and had more absences than siblings of persisters. It i s recommended that elementary schools begin to integrate measures of a bsenteeism and expectancy in their identification of at-risk students. Furthermore, an examination of current school policies is recommended to assure that schools work to establish solid relationships with eth nic minority parents.