– Their findings indicate that attending a high school with better disciplinary order and stronger school attachment for the students is associated with a decreased likelihood of dropping out, above and beyond individual characteristics.

-They found that higher school SES translated to better school attachment, disciplinary order, and academic climate. Yet, disciplinary climate was the most positively influenced by school SES, with a one standard deviation (SD) increase in school SES being associated with about half a unit increase in disciplinary climate.

-The percentage of minority students was inversely related to school attachment, controlling for model variables.

-There is an indirect effect of school composition on dropping out. The larger the percentage of minority students the less attached they feel to their school so they are more likely to drop out.

– The researchers found that attending a high school with better school attachment greatly reduced the odds of a student being a dropout.

-Attending a school with more disciplinary order also directly de- creased the likelihood that a student was currently identified as a dropout.

-They also found that both prior math achievement and student SES were again strong predictors of whether a student had ever dropped out.