Drop Out Rates among High School Students in the United States - Term Paper Example

Drop Out Rates among High School Students in the United States The United States of America is currently undergoing what experts refer to as a silent epidemic. It affects mostly the youth and the problem has been mounting during recent years. The threat is not a particular disease or destructive behavior but the effects can be worse in the future. It does not emanate from the outside world but inside schools and communities. The great concern involves the nation's rising dropout rates in high school students. Education is one of the most important development programs that can shape the welfare and future of every person. It forms people to not only righteous citizens but also economically stable individuals. Institutions produce workers that provide the appropriate labor force of different industries feeding the US economy like everywhere else in the world. Its importance can never be understated that is why the issue of increasing high school dropouts in the population should be in the forefront of every policy maker as well as private and public individuals. For every problem there is a cause and, most importantly, a solution. This paper aims to establish the different facets of this educational crisis. These include identifying the age group and background of those that are vulnerable. The different reasons behind this occurrence are likewise to be clarified. The impacts of this problem to the individuals, to the community and nation as a whole will be enumerated. Finally, the efforts that are being done to stop the trend in the schools, communities and states will be likewise determined. In October 2000, the number of young individuals who failed to enroll and complete high school was approximately 3,800,000. This figure accounted for 10.9% of the total number of high school students from the age of 16 to 24 years old in the United States during the year 2000 (Kaufman et al.). In school year 2002-2003, the graduation rate for high school students was recorded at 73.9%. In 2003, approximately 3,500,000 youth from the age of 16 to 25 do not possess a high school diploma and were currently out of the 2,000 high schools that are operating in the United States (Bridgeland et al.). In 2004, there were 27,819,000 young individuals in the United States belonging to the age group of 18-24 years old. “Seventy-eight percent or 21,542,000 of these persons were able to either graduate from high school, attained GED, some college, associate's or bachelor's degree”. This implies that 22% or 6,277,000 were not able to complete high school (AYPF). Consequently, 15% of the total of all young persons at the age of 18 to 24 or approximately 3,800,000 are either unemployed or out of school. The number of these affected person increased by 700,000 during the period from 2000 to 2004. Some authorities predict that the figure will increase dramatically through 2020 unless important measures are implemented (Barton. AYPF). The profile of dropouts includes the following. Eighty-eight of these students had passing grades, 58% stayed for two years or less although around 81% realized that graduating from high school was important to attaining success in life (Bridgeland et al.). In 2001, approximately 72% of female high school students and 64% of male high school students were able to graduate. In terms of race or ethnicity, there is a large impact of such origins to the rate of dropping out. There was 50% graduation rate for African Americans in 2001 which was the lowest for all the racial or ethnic groups in the United States. The highest graduation rate was for Asian and Pacific Islander at 77%. This was followed by white students at 75%. At the bottom together with African Americans were American Indian at 51% and Latino at 53% (Loftstrom). ”In terms of economic status, during the school year of 2000-2001 high school students that came from the low-income families have six times higher tendency to drop out of school than those from higher-income families”. On the other hand, for the same school year, 47.6% of students with disabilities graduated while 41.1% dropped out of school (AYPF). ”There are a variety of reasons why students drop out of school”. According to experts these reasons are complex and reflect an individual's decision based from unique life situations including family, school and community. However, there are reasons that are almost always presented when dropouts are interviewed which include the following (Kaufman et al.. Bridgeland et al.). Almost half or 47% of the total number of dropouts indicates that their decision to leave school was due to the perception that classes are boring. For 43% of students who dropped out, the reason is because of missing too many days and the idea of catch up is impossible. Close at 42% were the students who said they spent time with persons who were not interested in going to school. Thirty-eight of drop outs said they had too much freedom and absence of rules in life and 35% admit that they were failing in class when they decided to drop out (Bridgeland et al.). For some, the decision of dropping out of school was induced by more pressing issues such as the need of getting a job, becoming a parent or helping the family. Thirty-two percent of those who left school were found to make the decision in order to get a job and earn money. Twenty-six percent of dropouts left school because they became parents while 22% did the same because they had to take care of a family member (Barton. Kaufman et al.. Bridgeland et al.). There is no denying the impact of dropping out to the students and to the society which can be gleaned from the following data. Of the students who failed to complete or graduate from high school, only one-fourth will earn a diploma, another fourth will get a GED and the remaining half will never be able to gain a high school credential (AYPF). ”Almost three-fourth of total state prison inmates and almost 60% of federal inmates are dropouts”. Moreover, persons who leave school have 3.5 times more tendency to be incarcerated compared to high school graduates. In terms of income effects, there is a steady decline for earning power of dropouts during the past three decades. There was a 35% decrease in the earnings of male dropouts from 1971 to 2002 while the earnings of female dropouts fell by around USD 2000 for the same period. For employment, there is a large gap between dropouts and graduates. A little more than half of the total number of dropouts was employed compared to almost three-fourths of high school graduates. Even for death rates, dropouts are disadvantaged since persons with less than 12 years of education have 2.5 times higher death rate than those with more than 12 years of education (AYPF). Economic impacts to the community and the state are likewise of concern since dropouts are more likely to depend on welfare benefits than high school graduates. “Around $944 billion is the revenue loss for male dropouts belonging to the 25-34 age group”. Consequently, around $24 billion can be accounted to the costs of crime and welfare benefits by high school dropouts yearly. “High school dropouts contribute only half to state and federal taxes compared to high school graduates”. Around $41.8 billion would be saved by the United States in health care expenses if dropouts add one year to their education in 2004 while the total savings for costs and benefits would reach $10.8 billion if one-third of the total number of dropouts finished high school. In short, dropouts cost the United States approximately $260 billion dollars in lost wages, taxes and productivity (Bridgeland et al., AYPF). Proposals to encourage students to stay in school involve various steps in the part of the school, family, community and the state in addressing the reasons identified above. The first strategy is aimed at solving the apparent lack of interest in the educational matters presented in school. There is a clear need to improve teaching and curricula so that students see the relevance of education. Presentations and discussions should be made more interesting. At the same time, the connection between school and work should be made clear (Kaufman et al.. Bridgeland et al.). Indicators of students on the verge of dropping out should be established and support system for such students should be put in place making sure students have easy access to such services. Increased supervision, strong adult-student relationship and better parent-school communication were all seen as helpful efforts in making the school environment more interesting, involved and influential to the students (Bridgeland et al.. Kaufman et al.). In terms of policies, schools and communities are encouraged to provide different learning groups for different students to provide more options and room for better adaptation for students needing special attention. Involvement of parents should be put into concrete applications in the school curricula for better communication between the school and the parents (Barton). As mentioned above, early warning systems or establishment of indicators for students needing help should be a priority to provide assistance in a timely manner. These services should be institutionalized to induce higher awareness among school staff, parents and more importantly students for easier access. Additional support systems and adult involvement should be installed to better track the performance and progress of education of students (Bridgeland et al.). In the part of the state, laws should be made to mandate specific age wherein students are required to stay in school. Continuing monitoring of school data in states would be a very helpful strategy to implement programs and improve the situation as new developments arise. Incentives and other prizes for the different levels should be introduced to aid in the harmony in sectors involved in education and policy making. Furthermore, research must be given priority in this area to prepare authorities in creating measures and arresting problems in the future (Barton). The facts and data presented above illustrate the severity of the problem and the obvious consequences of this issue on the education of those involved and the different sectors of the society. Education is the major determinant of the success of an individual since the ability to get a job depends heavily on the degree attained. Dropouts do not place education on their priorities since many distractions occupy their mind. There is lack of interest in the subjects they are presented. The connection between work and education are unclear to them. Since many practical lessons can be acquired by students in the school environment aside from academics, the ability to face real-life situations and to tackle problems would not be instilled to dropouts. Their view on important issues in life would be affected, lowering their capability to adapt to critical situations. Not only will their education be jeopardized but also their children and their grandchildren. Since lack of education lessens their earning power, decent services may not be accorded to their children such that these children may grow as their parents who dropped out from school. Therefore, the lack of education may continue in the generations to come. In the society, dropouts would become a burden for other families. Resources will be needed to provide for families of dropouts. Since crime and incarceration is highly associated with dropouts, there is a tendency for a society to experience social disturbances and stress in community relations. Services in the community would be likewise affected since health and welfare are a concern for the families of dropouts. Religion and other social activities would be likewise affected. Obviously, a lowered quality of living for dropouts does not affect their immediate family but also their neighbors and other community members. In summary, the silent epidemic that is the high dropout rates in high school in the United States presents multifarious negative consequences to the dropouts, their family, neighbors, the community and the economy of the country. Nonetheless, strategies to improve the situation are being employed by schools, parents and the states. If the issue is not addressed immediately the education of those involved will be in precarious situation with implications on life conditions in the future as well as societal impacts such as crime and welfare issues. Behind the economic aspects of this educational predicament are the cultural and societal ramifications that can severely affect the American people and their future. The United States of America is currently undergoing what experts refer to as a silent epidemic. It affects mostly the youth and the problem has been mounting during recent years. The threat is not a particular disease or destructive behavior but the effects can be worse in the future. It does not emanate from the outside world but inside schools and communities. The great concern involves the nation’s rising dropout rates in high school students. Education is one of the most important development programs that can shape the welfare and future of every person. It forms people to not only righteous citizens but also economically stable individuals. Institutions produce workers that provide the appropriate labor force of different industries feeding the US economy like everywhere else in the world. Its importance can never be understated that is why the issue of increasing high school dropouts in the population should be in the forefront of every policy maker as well as private and public individuals. For every problem there is a cause and, most importantly, a solution. This paper aims to establish the different facets of this educational crisis. These include identifying the age group and background of those that are vulnerable. The different reasons behind this occurrence are likewise to be clarified. The impacts of this problem to the individuals, to the community and nation as a whole will be enumerated. Finally, the efforts that are being done to stop the trend in the schools, communities and states will be likewise determined. In October 2000, the number of young individuals who failed to enroll and complete high school was approximately 3,800,000. This figure accounted for 10.9% of the total number of high school students from the age of 16 to 24 years old in the United States during the year 2000 (Kaufman et al.). In school year 2002-2003, the graduation rate for high school students was recorded at 73.9%. In 2003, approximately 3,500,000 youth from the age of 16 to 25 do not possess a high school diploma and were currently out of the 2,000 high schools that are operating in the United States (Bridgeland et al.). In 2004, there were 27,819,000 young individuals in the United States belonging to the age group of 18-24 years old. Seventy-eight percent or 21,542,000 of these persons were able to either graduate from high school, attained GED, some college, associate’s or bachelor’s degree. This implies that 22% or 6,277,000 were not able to complete high school (AYPF). Consequently, 15% of the total of all young persons at the age of 18 to 24 or approximately 3,800,000 are either unemployed or out of school. The number of these affected person increased by 700,000 during the period from 2000 to 2004. Some authorities predict that the figure will increase dramatically through 2020 unless important measures are implemented (Barton; AYPF). The profile of dropouts includes the following. Eighty-eight of these students had passing grades, 58% stayed for two years or less although around 81% realized that graduating from high school was important to attaining success in life (Bridgeland et al.). In 2001, approximately 72% of female high school students and 64% of male high school students were able to graduate. In terms of race or ethnicity, there is a large impact of such origins to the rate of dropping out. There was 50% graduation rate for African Americans in 2001 which was the lowest for all the racial or ethnic groups in the United States. The highest graduation rate was for Asian and Pacific Islander at 77%. This was followed by white students at 75%. At the bottom together with African Americans were American Indian at 51% and Latino at 53% (Loftstrom). In terms of economic status, during the school year of 2000-2001 high school students that came from the low-income families have six times higher tendency to drop out of school than those from higher-income families. On the other hand, for the same school year, 47.6% of students with disabilities graduated while 41.1% dropped out of school (AYPF). There are a variety of reasons why students drop out of school. According to experts these reasons are complex and reflect an individual’s decision based from unique life situations including family, school and community. However, there are reasons that are almost always presented when dropouts are interviewed which include the following (Kaufman et al.; Bridgeland et al.). Almost half or 47% of the total number of dropouts indicates that their decision to leave school was due to the perception that classes are boring. For 43% of students who dropped out, the reason is because of missing too many days and the idea of catch up is impossible. Close at 42% were the students who said they spent time with persons who were not interested in going to school. Thirty-eight of drop outs said they had too much freedom and absence of rules in life and 35% admit that they were failing in class when they decided to drop out (Bridgeland et al.). For some, the decision of dropping out of school was induced by more pressing issues such as the need of getting a job, becoming a parent or helping the family. Thirty-two percent of those who left school were found to make the decision in order to get a job and earn money. Twenty-six percent of dropouts left school because they became parents while 22% did the same because they had to take care of a family member (Barton; Kaufman et al.; Bridgeland et al.). There is no denying the impact of dropping out to the students and to the society which can be gleaned from the following data. Of the students who failed to complete or graduate from high school, only one-fourth will earn a diploma, another fourth will get a GED and the remaining half will never be able to gain a high school credential (AYPF). Almost three-fourth of total state prison inmates and almost 60% of federal inmates are dropouts. Moreover, persons who leave school have 3.5 times more tendency to be incarcerated compared to high school graduates. In terms of income effects, there is a steady decline for earning power of dropouts during the past three decades. There was a 35% decrease in the earnings of male dropouts from 1971 to 2002 while the earnings of female dropouts fell by around USD 2000 for the same period. For employment, there is a large gap between dropouts and graduates. A little more than half of the total number of dropouts was employed compared to almost three-fourths of high school graduates. Even for death rates, dropouts are disadvantaged since persons with less than 12 years of education have 2.5 times higher death rate than those with more than 12 years of education (AYPF). Economic impacts to the community and the state are likewise of concern since dropouts are more likely to depend on welfare benefits than high school graduates. Around $944 billion is the revenue loss for male dropouts belonging to the 25-34 age group. Consequently, around $24 billion can be accounted to the costs of crime and welfare benefits by high school dropouts yearly. High school dropouts contribute only half to state and federal taxes compared to high school graduates. Around $41.8 billion would be saved by the United States in health care expenses if dropouts add one year to their education in 2004 while the total savings for costs and benefits would reach $10.8 billion if one-third of the total number of dropouts finished high school. In short, dropouts cost the United States approximately $260 billion dollars in lost wages, taxes and productivity (Bridgeland et al., AYPF). Proposals to encourage students to stay in school involve various steps in the part of the school, family, community and the state in addressing the reasons identified above. The first strategy is aimed at solving the apparent lack of interest in the educational matters presented in school. There is a clear need to improve teaching and curricula so that students see the relevance of education. Presentations and discussions should be made more interesting. At the same time, the connection between school and work should be made clear (Kaufman et al.; Bridgeland et al.). Indicators of students on the verge of dropping out should be established and support system for such students should be put in place making sure students have easy access to such services. Increased supervision, strong adult-student relationship and better parent-school communication were all seen as helpful efforts in making the school environment more interesting, involved and influential to the students (Bridgeland et al.; Kaufman et al.). In terms of policies, schools and communities are encouraged to provide different learning groups for different students to provide more options and room for better adaptation for students needing special attention. Involvement of parents should be put into concrete applications in the school curricula for better communication between the school and the parents (Barton). As mentioned above, early warning systems or establishment of indicators for students needing help should be a priority to provide assistance in a timely manner. These services should be institutionalized to induce higher awareness among school staff, parents and more importantly students for easier access. Additional support systems and adult involvement should be installed to better track the performance and progress of education of students (Bridgeland et al.). In the part of the state, laws should be made to mandate specific age wherein students are required to stay in school. Continuing monitoring of school data in states would be a very helpful strategy to implement programs and improve the situation as new developments arise. Incentives and other prizes for the different levels should be introduced to aid in the harmony in sectors involved in education and policy making. Furthermore, research must be given priority in this area to prepare authorities in creating measures and arresting problems in the future (Barton). The facts and data presented above illustrate the severity of the problem and the obvious consequences of this issue on the education of those involved and the different sectors of the society. Education is the major determinant of the success of an individual since the ability to get a job depends heavily on the degree attained. Dropouts do not place education on their priorities since many distractions occupy their mind. There is lack of interest in the subjects they are presented. The connection between work and education are unclear to them. Since many practical lessons can be acquired by students in the school environment aside from academics, the ability to face real-life situations and to tackle problems would not be instilled to dropouts. Their view on important issues in life would be affected, lowering their capability to adapt to critical situations. Not only will their education be jeopardized but also their children and their grandchildren. Since lack of education lessens their earning power, decent services may not be accorded to their children such that these children may grow as their parents who dropped out from school. Therefore, the lack of education may continue in the generations to come. In the society, dropouts would become a burden for other families. Resources will be needed to provide for families of dropouts. Since crime and incarceration is highly associated with dropouts, there is a tendency for a society to experience social disturbances and stress in community relations. Services in the community would be likewise affected since health and welfare are a concern for the families of dropouts. Religion and other social activities would be likewise affected. Obviously, a lowered quality of living for dropouts does not affect their immediate family but also their neighbors and other community members. In summary, the silent epidemic that is the high dropout rates in high school in the United States presents multifarious negative consequences to the dropouts, their family, neighbors, the community and the economy of the country. Nonetheless, strategies to improve the situation are being employed by schools, parents and the states. If the issue is not addressed immediately the education of those involved will be in precarious situation with implications on life conditions in the future as well as societal impacts such as crime and welfare issues. Behind the economic aspects of this educational predicament are the cultural and societal ramifications that can severely affect the American people and their future. Works Cited AYPF. “Every Nine Seconds in America a Student Becomes a Dropout: The Dropout Problem in Numbers.” American Youth Policy Forum. 25 October 2007 < www.aypf.org/publications/WhateverItTakes/WIT_nineseconds.pdf > Barton, P.E. “One-Third of a Nation: Rising Dropout Rates and Declining Opportunities.” Policy Information Report. Educational Testing Service. February 2005. 25 October 2007 Bridgeland, J.M., Dilulio, J.J. and K.B. Morison. “The Silent Epidemic: Perspectives of High Scholl Dropouts. Bill & Melinda Gates Foundation. March 2006. 25 October 2007 < www.civicenterprises.net/pdfs/thesilentepidemic3-06.pdf > Kaufman, P., Alt, M.N. and C.D. Chapman. “Dropout Rates in the United States: 2000.” Statistical Analysis Report. National Center for Education Statistics. November 2001. 25 October 2007 Loftsrom, M. “Why are Hispanic and African American Dropout Rates So High?” Williams Review. 25 October 2007 < www.utdallas.edu/~lofstrom/MinorityDropoutRates. pdf> Read More