Reasons behind the Early Drop-Out of High-School Students before Graduation - Essay Example

Reasons behind the early drop-out of High-school before graduation “Dropping out of school is a complicated social problem, which has multiple causes and a number of negative consequences for the individual and for society in general” ( Lerner et al 613) High-school dropout has become an educational epidemic in America. Every year, about “one-third of public high-school students and one-half of all blacks, Hispanics and Native Americans” fail to graduate and abandon school. “College graduation rates average 53 percent in the United States, among the lowest in the developed world” (Gundle-Krieg). This issue is attracting a lot of concern in political and social sectors. However, the issue is reaching a critical stage, and as per reports from the U.S department of Education, America is being rated as the country with the lowest average of high-school graduates in the developed world. There are several reasons behind the declining rate of high-school graduates and the causes can be at either individual or communal levels. This paper is an analysis of the various possible reasons behind the early dropout of high-school students in America. Education Week, the most reliable educational periodical reported that 607,789 students dropped out from public high-schools in 2008-09, and 1.3 million students enrolled in the High-school class of 2010 failed to graduate. (Rumberger 2). This means that American schools are losing more than 7,000 students per day (Rumberger 2). This situation has produced a question mark over the efficiency and affectivity of American educational system, as well as its social condition. Dropping out from school is a long-term process of being dis-engaged from educational environment. Although it is difficult to predict any single factor that results in the dropping out of high-school students, various researches on this problem has evaluated numerous contrasting aspects (Sloan 7). If the individual level problems are analyzed, then it becomes clear that it incorporate varying factors. However, the rate of dropping out between male and female students is the same as compared to those coming from different ethnic groups or income levels. An important reason behind this grave situation is the student’s background and socio-economic conditions of the family. Influencing factors like family income, single parent household, parental educational level, and psychological conditions like locus of control play an integral role (Sloan 7). The association between educational dropout and family income is of integral importance. “According to the 2000 CPS event (annual) dropout rate data, high school students from families within the lowest 20% income range were six times as likely as those with families in the top 20% income distribution to drop out of high school” (Blue, and Cook 4). Factors like parental control, or socio-economically distressed home or neighborhood conditions compel the students to abandon education at an early stage. For young adults or adolescents, the feeling of taking control of their lives means a lot, and in families where unnecessary restrictions are imposed on kids, the dropout becomes most likely (Sloan 7). The reason is that mostly adolescents feel that completing education may not help in substantially improving the economic conditions. Home environment plays a definite role in establishing the young mindset of individuals and channeling them towards achieving educational accomplishment. Students who feel Dropout phenomenon could also be an outcome of poor reading skills. Harlow Unger evaluated that “students beginning high school with low reading proficiency are 20 times more likely to drop out than classmates with average or superior reading skills” (Unger 366). Various individual characteristics that cause early high-school dropout include academic underachievement, emotional stress from family, and adjustment problems at school. Studies on individual causes reveal that students who have received poor grades or have repeated a grade, who are frequently absent from school, or possess below average cognitive abilities are most likely to leave high school before graduation. “Truancy, tardiness, suspension, and other disciplinary infractions along with a poor attendance record are important indicators of a possible dropout.” (Blue, and Cook 6) Ethnicity is a fundamental aspect behind the dropout of students at high-school level. Social and cultural challenges that African American, Hispanic, or American Indian face in society where Whites dominate, dropping out probability becomes relatively high. Some important social factors that thwart their high-school completion are “social prejudice, lack of communication between students and schools, mobility, lack of educational continuity, living conditions that make studying difficult, and high levels of student responsibility” (Blue, and Cook 5). Researches on this aspect reveal that students who belong to linguistically diverse background possess the tendency of dropping out more than Native English speakers (Sloan 5). For instance, Hispanic and Latino high school students in America have higher dropout rates in comparison to the status of blacks or whites (Sloan 5). Institutional factors cannot be overlooked in the evaluation of early high school dropout. Increasing emphasis on accountability and standard has played a crucial role in altering a student’s perspective on education. Grade retention is a powerful predictor of early dropouts, because being retained in previous grade largely influences a student’s decision of leaving school. It is a fact that “retained students are 2-11 times more likely to drop out during high school than non-retained students.” (Blue and Cook 6) That is because grade retention effects on a student’s self-esteem, social or emotional adjustments, parental relations, school engagement and it results in making the students over-age. School’s environment, organization, and structure may also influence students to drop out abruptly. In 2003, a quantitative study involving 3,840 10-12 Grade students was conducted by Lee and Burkam in 30 largest urban and suburban metro areas in the United States (Blue, and Cook 7). Their study revealed that various organizational factors influence students to drop out of school (Blue, and Cook 7). Schools that offer challenging courses, and inviting environment attract student’s attention more than the ones where emphasis is made on remedial and nonacademic courses. The size of the school also effect on the results as well. Small yet well-organized educational institutions have lower risk of retention and dropping out of the Ninth Graders than very large or over-crowded schools (Lerner et al 613). Effective and engaging teaching practices most specifically those which are culturally relevant can substantially decrease the inclining rate of high-school dropouts. Since student motivation is the key towards their academic achievement. Teacher-parental relation is also important in this regard because if parents are satisfied from the educational environment and student’s activities, then there is lesser probability of early abandoning of education. It is indeed true that improper teaching methods can compel a student to change the school or take the drastic decision of leaving education. “Caring teachers are an important source of social capital for students.” (Blue, and Cook 8) If teachers fail to play their role in influencing teenagers then this may result in the early dropping out of high-school students. This aspect is most crucial in determining the future educational prospects of minority students. Moreover, organizational policies, and contextual errors also push students to pullout. Theoretical analysis about the early dropout of high school students reveals that students make a “cost-benefit analysis of their economic interest to remain in or leave school” (Stearns and Glennie 31). Family or economic responsibilities may compel teenagers to alter their preferences and indulge into laboring or employment. The analysis of 2001 Labor Statistics projected that an increase in employment rate was reported in work-related training jobs in comparison to postsecondary degrees. From 2000 to 2010, youth labor force aged16-24 has grown more rapidly and teenagers are more interested in such jobs instead of older people (Stearns, and Glennie 31). Premature dropping out result in drastic consequences and may affect the future of teenagers in negative manner. The probability of students getting involved in high-risk behaviors like violence, criminal activities, alcoholism, drug usage, early pregnancy, and delinquency becomes higher when they abandon education. “High school dropouts are three times more likely to slip into poverty than their peers who have finished high school” (Lerner et al 615). A high school dropout can never earn as much as a graduate and their income is estimated to be about $200,000 less over a lifetime (Unger 365). This indicates the future prospects of early dropouts are unpredictable and severe. The analysis of the salient reasons behind the premature dropout of high-school students reveals that it is not an outcome of one single factor. It is an outcome of individual preferences, social dilemmas, and wrong educational policies and approaches. If proper guidance and attention is provided to students, and stress is given on enhancing the hidden abilities of students instead of compelling them towards marveling educational curriculum may help in deterring the negativity and disappointment among young adults. Societal commitment is indeed important with an emphasis on education every student. The No Child left Behind Act of 2001 is an effective initiative in this regard from the government but proper implementation of this act is still required. Special attention must be given to minority students, ethnic or racial discrimination must be discouraged and communal help is indispensable for students from low income families. Personalized intervention and caring attitude from teachers and parents will definitely help in restricting the increasing rate of high-school dropouts. Works Cited Blue, Debbie, and Jennifer E Cook. "Study of High School Restructuring." Study of High School Restructuring. 1.2 (2004): 6-11. Print. Gundle-Krieg, Donna. "Why do so many college students drop out?." Examiner.com. Clarity Digital Group LLC d/b/a Examiner.com, 24 2009. Web. 10 Nov 2012. . Lerner, Jacqueline V, Richard M Lerner, and Jordan Finkelstein. Adolescence in America. 2. ABC-CLIO, 2001. 613-615. Print. Read More