This study assessed whether U.S. state-level prevention- and promotion-oriented indicators of student success are differentially associated with state-level demographic characteristics. Correlation and regression analyses were used to assess the relationship between state-level demographics and promotion-oriented (school engagement, extracurricular involvement, and feeling safe at school) and prevention-oriented indicators (high school dropout and grade 4 chronic absenteeism). State demographic factors were more strongly correlated with—and more predictive of—involvement in extracurricular activities and feeling safe at school, as compared to school engagement or the prevention-oriented indicators. That is, promotion-oriented indicators appear to be substantively different than prevention-oriented indicators in terms of their relationship to state socioeconomic and racial/ethnic characteristics. This suggests current overreliance on prevention-oriented indicators may fail to fully capture student well-being and differential access to effective policies and supports between states. States should include promotion-oriented measures in their educational assessments, reporting, and accountability systems to more comprehensively understand student success and what can be done to improve student well-being and related socioeconomic conditions—particularly through state-level policies and school‐community partnerships.

这项研究评估了美国州一级针对预防和促进的学生成功指标是否与州一级的人口统计学特征存在差异。相关性和回归分析用于评估州一级的人口统计学与以促进为导向（学校参与，课外参与和在学校感到安全）和以预防为导向的指标（高中辍学和四年级长期缺勤）之间的关系。与学校参与或预防指标相比，州人口统计学因素与参与课外活动和在学校感到安全的相关性更强，并且更具预测性。那是，在与国家社会经济和种族/族裔特征的关系方面，以促进为导向的指标似乎与以预防为导向的指标有很大不同。这表明当前对预防指标的过度依赖可能无法充分体现学生的福祉，也无法充分利用州与州之间有效政策和支持的差异。州应在其教育评估，报告和问责制中纳入面向促进的措施，以更全面地了解学生的成功以及可以采取哪些措施来改善学生的福祉和相关的社会经济状况，特别是通过州一级的政策和学校与社区的伙伴关系。这表明当前对预防指标的过度依赖可能无法充分体现学生的福祉，也无法充分利用州与州之间有效政策和支持的差异。州应在其教育评估，报告和问责制中纳入面向促进的措施，以更全面地了解学生的成功以及可以采取哪些措施来改善学生的福祉和相关的社会经济状况，特别是通过州一级的政策和学校与社区的伙伴关系。这表明当前对预防指标的过度依赖可能无法充分体现学生的福祉，也无法充分利用州与州之间有效政策和支持的差异。州应在其教育评估，报告和问责制中纳入面向促进的措施，以更全面地了解学生的成功以及可以采取哪些措施来改善学生的福祉和相关的社会经济状况，特别是通过州一级的政策和学校与社区的伙伴关系。