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A hierarchical linear model analysis ( Raudenbush & Bryk, 1986 ) is used to investigate directly the effects of structural and normative features of schools on both the probability of dropping out and the strongest behavioral predictor of dropping out, absenteeism. We hypothesized that high levels of internal differentiation within high schools and weak normative environments contribute to the problems of absenteeism and dropping out. Conversely, these student behaviors should be less problematic in school contexts where there is less differentiation among students and strong normation. The empirical results reported in this paper support these hypotheses. No single factor makes schools effective in sustaining student interest and commitment. Rather, a constellation of both structural and normative features appears to be involved. The analyses also provide some support for the contention that special benefits accrue to disadvantaged and at-risk youth from attending certain kinds of schools.
Bryk et al. (Sun,) studied this question.