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Surname 1
Name
Professor
Subject
Date
Increasing Number of School Dropouts
Introductions
Individuals who abscond school prior to high commencement can be described as school dropouts. In the current years, there has been a swift increase in the number of dropout in United States (Rumberger, p. 68). Each year, approximately one third of the students in public schools, fail to finish their high school education. According the researches, the majority of these dropouts leave school while remaining two years to complete. This disturbing trend has actually deteriorated over the past decades regardless of the fact that education was prioritized in the public agenda. Currently, the public is well informed of the seriousness of the matter of school dropout, and this has been due to lack of precise data (Bruce, p. 112).
Nonetheless, the results of these dropouts have been devastating. The notion of dropping out of school is dangerous for a student, this is because in most circumstances, that particular student is most likely to live poverty stricken life, end up unemployed, be a liability to public assistance, end up in jail, or be divorced or single parent. In this state of affairs, the nation greatly suffers from these issues of dropout due to increased costs associated with increased social services, increased cases of imprisonment and healthcare costs (Marcus & Green, p. 123). Due to these detrimental personal and economic costs, the purpose of this scholarly paper will seek to understand, why students tend to drop out of school, the extent of the problem, and how the educators, policy makers, and government have assisted them to complete their studies.
Extent of the Problem
The rate of dropouts has been scrutinized from various perspectives. Event dropout rates gauge the proportion percentage of students who drop out of school every year before completing a certain stage of schooling (Lexander et al., p. 129) Status dropout rates estimate the percentage of the whole population of a given age, who failed to complete a certain level of schooling and currently not enrolled (Lexander, et al. p. 138). Cohort dropout measures dropping in the midst of a single group of students over a given period (Caterall, p. 321). High school achievement rates gauges the percentage of a total population of a given age who left high school and obtained a diploma or certificate (NCES, p. 43). According to the U.S. National Center for Education Statistics (NCES), that defines the percentage of young adults between ages fourteen to twenty four, who dropped school by 2000, they reported the rate that ranged between 4% to 6%. This, rate rose from 1972 through 1990. From 1990 to 2000, there was yearly fluctuation but the overall pattern range seemed to be stable ranging between 4% to 6% (NCES, p. 88).
Status dropout rates reported by NCES, as the proportion of young adults ranging between 16-24, and presently enrolled, and have obtained a diploma (Lippmann, 146). By 2000, the yearly status, dropout rated declined from 14% in 1972, to 9 %(p. 149). Cohort withdrawal rates are measured for different cohorts studied as they pave their way through high school. The research scrutinized the cohort dropout rates for the 8th grade class. The rate was examined to have reduced to 9.8% in 2000(p. 165). High school accomplishment rates reported by the NCES are the percentage of dropouts aged 18-24 and not in high school and have acquired a diploma. The rate of dropout, ranged between 800-86 percent, by the year 200 (p. 177). Dropout rates vary by a wide range of demographic factors, including race, geographic location, immigration status, gender and ethnicity. In the United States for example, dropout’s rates are higher in males than in males. Hispanic on the other hand, has the highest dropout’s rates undoubtedly followed by Black Americans, Asian Americans and Hispanic whites respectively (Caterall, 414).
International wise, there is a substantial variation in dropout rates because diverse nations are in different levels of extending universal high school education. Among the developed countries, the rates of high school completion are rather high, or even higher than America, although the nature of secondary school program differs significantly (Bruce, 277). High school accomplishment in other countries lag behind especially in developed countries, but generally, secondary enrollment and commencement rates have been rising globally(p. 289). Dropout rates, also possesses differences due to factors such as socioeconomic and demographic. One distinguished demographic disparity concerns the dropout rates in males and females. Females are less probable to drop out in developed countries, such as Latin America and Caribbean, but females are more likely to drop out after high school graduation all over the world (Doland, 405).
Causes of school dropouts
Putting into consideration that the majority of students understand the importance of education, the decision by a student to drop out of school is individual and ambiguous matter and pertains to the students alone, the school, community and the family (Marcus & Green, p. 198). The option to drop out of school is individual, and it discloses the unique situation in life, where it starts as a slow process of disengagement from school (Rumberger, 306). Nonetheless, there is no single reason that can be identified as the basis of school dropout in all cases. Hence, there seem to appear set of common causes of school dropouts that arise in relation to the real life events, lack of personal motivation, academic environment as well as other external forces such as guidance and motivation. According to the majority of students, they appear not fully motivated, where they face academic difficulties, and view schooling as a boring as they are face with world events (Lexander, et al., p. 165).
School factors.
Noting disparities in dropout rates among schools, researchers have examined the characteristics of schools and the programs they offer, and it appears to be associated with school dropout. These findings, have taken into considerations the academic as well as social dimension of schooling issue. Schools where students have been restricted opportunities for academic achievement appear to have higher dropout rates. One of the factors that are associated with school dropouts is lack of academic ambitions. Students, who are prone to obtaining low grades, repeat in grades and fail subjects are more liable to leave school prior to commencement. Students having difficulties in achieving their academic dreams and demands of the school tend to drop schooling rather than struggling in the mist of challenges, and frustrations. Lack of avenues for achievements can be seen as an imbalance between the academic demands and the resources a student to meet in those demands. The provision of such resources rests to the structure of the school organizations. Lexander, et al., p. 201, found out that urban, public and large schools, and those that have higher students to teacher ratios tend to have higher dropouts.
Outside factors.
Factors that rest from outside school have also been measured for the impact on school dropout. The assessment of these outside factors normally concern the extend to which they are supportive as far as schooling is concerned, or the extent to which schooling is viewed in relevance to present or future lives of students. Schooling support generally for continued enrollment of students through graduation can vary from society to society. For instance, in the US, the long held perception that schooling is important for democratic community was reinforced in the 20th century by the belief that schooling is fundamental to meeting the increasing technical demands of the US economy. These philosophical beliefs, of schooling, are reflected in certain policies, such as education is needed for jobs, and in media campaigns stressing the need to remain in school. The significance of schooling and school accomplishment as viewed by the student can pose an impact on school dropout. When external factors convince students that school completion is essential, for their present and future success, students are likely to remain in school (Duke, p. 117).
Dropout Prevention Programs
The key strategies to dropout prevention require the use of knowledge of the factors associated with the dropout to design interventions in order to increase chances of students remaining in school all through high school graduation (Croninger, Robert, & Lee, p. 568). Various prevention strategies are classified into two categories, school based, strategies environmental strategies. School based strategies include programs and practice designs to enhance the prospects for students academic achievement and those intended to strengthen the positive social associations and environment for student concerns (Rumberger, p. 266). Attempts to improve social relationships and creating a shared environment of concern for students include mentoring programs that connect adults and students, creating smaller environments where few students and teachers work on the whole program, and the use of former students as peer mentors to younger students(Croninger, Robert, & Lee, p. 578).
Environmental strategies include approaches that address unsupportive outside conditions by creating new interaction between families and school and the incorporation of educational as well as human services to tackle the social and economic issues that hamper progress in the schools (Lippmann, p. 604). Efforts to diminish the problem of lack of relevance of schooling to the existing and future student’s lives have included reform of curricular that improve and relate to the real world experiences (Lexander, et al. p. 796). There is an also updated vocational educational program that incorporates academic skills and makes the connection to the world of multicultural curricular that involves materials and role models from other students from diverse ethnic and cultural backgrounds (Doland, 371).
Conclusion
The problem of school dropouts deserves huge and urgent consideration from the public communities, policy makers, educators and government. This paper has evidently demonstrated the causes of school dropout, its consequences on the part of individual, state and the society at large. This paper has also illuminated various approaches through which the educator, the environment and society and family impact the student’s achievements. The assessment evident on the efficacy of various dropout attempts is inadequate, with the majority of programs, vulnerable to little in terms of exact study. The approaches are complicated by long-term lead-time between early intrusion and on time high school achievement and the intricate multifaceted approaches efforts by students in the schools
Works cited
Bruce, Buchanan. “Dropping out, dropping chances; dropping out comes at high personal cost”. Greensboro News & record, (2005). Print.
Caterall, James S. “Risk and Resilience in Student Transition to High Schools.” American Journal of Education 106:302–333, 2008. Print.
Croninger, Robert, and Lee, Valerie E. “Social Capital and Dropping out of High School: Benefits to At-Risk Students of Teachers’ Support and Guidance.” Teachers College Record 103:548–581, 2001. Print.
Doland, E. “Give yourself the gift of a degree. Employment policy foundation”, Washington DC. (2001). Print.
Duke, H. “Nearly half of Blacks, Latinos drop out, school study shows”. Loa Angeles times, (2005). Print.
Lexander, Karl L., Entwisle, Doris R.; and Kabbani, Nader S. “The Dropout Process in Life Course Perspective: Early Risk Factors at Home and School.” Teachers College Record 103:760–822, 2001. Print.
Lippmann, Laura. Cross-National Variation in Educational Preparation for Adulthood: From Early Adolescence to Young Adulthood. Washington, DC: U.S. Department of Education, National Center for Education Statistics, 2001. Print.
Marcus, W. & Green, and J., P. “Public high school graduation and college readiness rates”, 1991-2002. Manhattan institute of policy research, New York, (2005). Print.
Rumberger, Russell. “Why students drop out of school and what can be done”. Harvard university press, Cambridge, Massachusetts. (2001), Print.
U.S. Department Of Education. National Center for Education Statistics.. Digest of Education Statistics, 2000. Washington, DC: U.S. Government Printing Office, 200. Print.
