ss) and cultural estrangement (the rejection of the dominant culture's criteria for defining success) than do students with a lessened risk of dropping out of school.
Finally, lowered academic achievement has been associated with school dropout (Tomlinson-Keasey, 1985) and this lowered achievement has, in turn, been tied to factors attendant to lowered socioeconomic background and ethnic minority status in America.
Given the foregoing, it can be seen that there is at least some research evidence in support for the notion that an economically disadvantaged children with (or without) learning problems and /or psychobehavioral problems stand a greater risk of being a high school drop out than do children who do not fall into one or more of these categories.
Factors contributing to a subset of students being at increased risk of school dropout have been dealt with by school authorities and significant others, thereby causing students who are subject to these factors to no longer be at a higher level of risk than other students.
Supporting evidence for interacting statement. As stated prior, over 8
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