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School characteristics such as location, policy and curriculum load also affect student success and should be considered when discussing high school dropout rates. All these predicting dynamics need to be focused on and studied in order to continue the downward trend of high school dropout rates and hopefully eradicate them all together. “To address the high school dropout problem, educational institutions must identify early on which students are likely to drop out” (Burrus and Roberts, p.1).
Among students in America, about more than 33% do not graduate high school with their original classes. The troubling part is the higher 50% of minorities that are not completing their high school education. These statistics affect the demographic trends and creates a concentration of dropouts in poor urban neighborhoods. Unfortunately, 15% of the country’s high schools, mostly in urban areas, yield half of total dropouts (Dervarics, 2007). The issue of teens dropping out of high school is a widespread social and educational problem that has serious implications not only for an individual but also for society as a whole.
A great source of data on high school dropouts is the Education Resources Information Center (ERIC) reports. For 50 years now, this federally funded research center has aided in serving the institution of education with cutting edge research, practice and professional development. It is known, respected and utilized worldwide. One of its most popular entries came from the High School Journal and was titled, “Academic Disidentification, Race, and High School Dropouts” by Dr. Bryan Griffin. It described how a student’s ability to identify with academics is a big predictor of whether they will successfully complete high school (p. 71). Griffin went on to identify two models of student behavior that may cause early departure from high school; the frustration-self-esteem model and the participation-identification model. His article then
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