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Silver Bullets Don't Exist--The False Allure of Grit in Dropout Recovery Research

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Title: Silver Bullets Don't Exist--The False Allure of Grit in Dropout Recovery Research
Language: English
Authors: Deborah O’Brien, Elaine M. Radmer
Source: Critical Questions in Education. 2025 16(2):145-161.
Availability: Academy for Educational Studies. 2419 Berkeley Street, Springfield, MO 65804. Tel: 417-299-1560; e-mail: cqieeditors@gmail.com; Web site: http://academyforeducationalstudies.org
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Adult Education
High School Equivalency Programs
Descriptors: Dropout Research, Resilience (Psychology), Dropout Programs, Reentry Students, High School Students, Adult Students, High School Equivalency Programs, Academic Achievement
ISSN: 2327-3607
Abstract: High school dropouts who return to school encounter many challenges. These obstacles increase the probability that a second dropout event will occur. This leaves leaders in Dropout Recovery programs with little ability to predict which students will stay in school and which are likely to leave again. However, what if a promising new scale could help predict which students would stick with it? In this quantitative correlation study, I examined the relationship between grit and re-engagement in high school dropout recovery. Results of the study indicated there was no relationship between the Grit-S scores of this non-traditional student population and the likelihood of re-engaging in their education. Although there is limited research on the relationship between grit and non-traditional student success, a thorough examination of past grit research does point towards positive relationships between grit and success in studies when the population has a history of academic success, for instance, military cadets and college undergrads. However, this study brought to light a more startling realization concerning assumptions about dropouts and grit. After examining the non-significant findings, I realized an attempt to harness a scale, such as grit, to predict a second dropout event perpetuates the use of labels. This directly contributes to the problem of deficit thinking associated with dropouts. An attempt to identify failure through a scale that is meant to judge staying power resulted in the realization that grit provides another pathway to deficit thinking.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1481416
Database: ERIC
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  Data: Silver Bullets Don't Exist--The False Allure of Grit in Dropout Recovery Research
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  Data: Academy for Educational Studies. 2419 Berkeley Street, Springfield, MO 65804. Tel: 417-299-1560; e-mail: cqieeditors@gmail.com; Web site: http://academyforeducationalstudies.org
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  Data: High school dropouts who return to school encounter many challenges. These obstacles increase the probability that a second dropout event will occur. This leaves leaders in Dropout Recovery programs with little ability to predict which students will stay in school and which are likely to leave again. However, what if a promising new scale could help predict which students would stick with it? In this quantitative correlation study, I examined the relationship between grit and re-engagement in high school dropout recovery. Results of the study indicated there was no relationship between the Grit-S scores of this non-traditional student population and the likelihood of re-engaging in their education. Although there is limited research on the relationship between grit and non-traditional student success, a thorough examination of past grit research does point towards positive relationships between grit and success in studies when the population has a history of academic success, for instance, military cadets and college undergrads. However, this study brought to light a more startling realization concerning assumptions about dropouts and grit. After examining the non-significant findings, I realized an attempt to harness a scale, such as grit, to predict a second dropout event perpetuates the use of labels. This directly contributes to the problem of deficit thinking associated with dropouts. An attempt to identify failure through a scale that is meant to judge staying power resulted in the realization that grit provides another pathway to deficit thinking.
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        StartPage: 145
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      – SubjectFull: Dropout Research
        Type: general
      – SubjectFull: Resilience (Psychology)
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      – SubjectFull: Dropout Programs
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      – SubjectFull: Reentry Students
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      – SubjectFull: High School Students
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      – SubjectFull: Adult Students
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      – SubjectFull: High School Equivalency Programs
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      – SubjectFull: Academic Achievement
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