This study “Drop Out of High School” will focus on identifying the most common reasons special education students drop out by interviewing recent dropouts from Charlottesville High School in order to present recommendations for more suitable and effective dropout prevention programs…
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These charts all appear to be from this reference: Bridgeland, J. M., Dilulio, J. J. and Morison, K. B. (2006). The silent epidemic perspectives of high school dropouts. Washington, D.C.: Bill & Melinda Gates Foundation. 56
Obtaining a high school diploma is extremely important to an American’s chances of having a solid foundation for achieving professional success. This is because an Americans’ financial stability and professional achievement have always been dependent on the education they have received (Shore, 2003). “High school graduation captures both the cognitive and the noncognitive attributes that are important for success in adulthood, and it is usually a minimum requirement for engaging in further training and higher education” (Levin, 2009, p. 8). Furthermore, a high school diploma is the least one can show future employees that shows one’s capabilities, especially if one is not able to complete a degree in higher education. Not being able to show a high school diploma to a future employer may insinuate that that person lacks the drive to succeed.
The fact that a high school diploma is the most basic of requirements for employment is augmented by the increasingly competitive market and the ongoing recession that has made securing employmentconsiderably more difficult. This is evidenced in the report compiled by the U.S. Bureau of Labor Statistics (2010a), which states that in January of this year, “thirty states and the District of Columbia recorded over-the-month unemployment rate increases, 9 states registered rate decreases, and 11 states had no rate change.” A report released in July 2010 shows how the unemployment rate has remained unchanged across all states at 9.50%, despite the current federal administration’s campaign to control the onslaught of an economic depression (U.S. Bureau of Labor Statistics, 2010b).
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“Drop Out of High School Essay Example | Topics and Well Written Essays - 2500 Words - 1”, n.d. https://studentshare.org/education/1404720-additional-editing-for-chapters-12-3-for-dissertation.
A convention by the UN with respect to children rights puts into consideration that every child has the right to education so as to develop their personality, talents as well as their physical and mental abilities to their maximum potential. Children are very significant in a country as they are a country’s future workers, leaders and citizens.
Due to the rates of special education students who drop out of high school and the alarming negative consequences of noncompletion, this study will focus on identifying the top reasons why these students decide to drop out of high school in order to develop more effective dropout prevention programs.
Unfortunately some people don’t think that way; they believe that college is a burden to their life and that it isn’t beneficial at all. The article proves how students who are usually late for class or bunk class are the ones not interested or motivated.They find classes boring and don’t seem to see any reason why they should be attending them.
United States alone, over 1.2 million students drop out, more alarmingly, this number is set to go up considerably if no significant action is taken, the dropouts comprise almost half of the households that rely on welfare and that out of all the crimes committed three-quarter
This paper seeks to discuss the effects of dropping out of high school.
Certainly, education is a basic need especially in the modern times. Education makes it possible to secure good job or make a good foundation of life through other economic
Communication exists between students and teachers inside and outside the school because sometimes, teachers help students in things, issues and concerns outside the academic endeavor. Also, some students have established friendly relationships with teachers. The high preference for feedback from teachers apparently results from students’ positive attitudes and comments about the teachers’ feedback.