Many students who experience extended school absences or dropout episodes reengage with school and complete a diploma or alternative credential within 4 years of beginning ninth grade. However, these students have not been extensively studied, and the factors that affect reengagement decisions are not well understood. Using an educational resilience framework and the High School Longitudinal Study of 2009, we investigate the factors that predict returning to high school after a dropout episode as well as specific types of return pathways. We find factors related to academic effort, including attendance and ninth-grade GPA, to be the most strongly associated with returning to school after dropout episodes. We find that students who expect to finish school tend to do so, even after a dropout episode. Other aspects of educational resilience, including personal attributes and environmental factors, did not contribute to explaining dropouts’ return to school.

中文翻译：

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辍学与辍学：教育弹性在解释按时完成高中的作用

许多经历过长时间缺课或辍学的学生重新回到学校学习，并在九年级开始的 4 年内完成文凭或替代证书。然而，这些学生并没有被广泛研究，影响重新参与决策的因素也不是很清楚。使用教育弹性框架和 2009 年高中纵向研究，我们调查了预测辍学后重返高中的因素以及特定类型的返回途径。我们发现与学业努力相关的因素，包括出勤率和九年级 GPA，与辍学后重返校园的相关性最强。我们发现希望完成学业的学生往往会这样做，即使在辍学之后也是如此。教育弹性的其他方面，