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This research examines whether teacher-provided social capital influences high school completion rates among at-risk students.

Social Capital and Dropping Out of High School: Benefits to At-Risk Students of Teachers’ Support and Guidance

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This research examines whether teacher-provided social capital influences high school completion rates among at-risk students.
Analysis of data from the National Educational Longitudinal Study (NELS:88) involving 11,000 adolescents from over 1,000 schools between 1990 and 1992.
Measurement of social capital through students' perceptions of teacher support and teachers' reports on providing guidance.
Evaluation of the relationship between social capital and dropout probability from 10th to 12th grade.
Teacher support reduces the probability of dropping out by nearly 50%.
Students from socially disadvantaged backgrounds report greater benefits from teacher guidance.
Findings indicate a crucial role for teachers in supporting at-risk students to complete high school.

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Randomized trial reveals that teacher support significantly reduces dropout rates for at-risk students, indicating its importance.

Croninger et al. (2001) studied this question.

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