The status dropout rate represents the percentage of persons in an age group who are not enrolled in school and have not earned a high school diploma or equivalent credential, such as a General Educational Development (GED) certificate. Status dropout rates are reported for 16- through 24-year-olds. The status dropout rate for this age group declined from 15 percent in 1972 to 9 percent in 2006. A decline was also seen between 2000 and 2006, the more recent years of this time span (11 to 9 percent).
Status dropout rates and changes in these rates over time differ by race/ethnicity. In general, the status dropout rates for Whites, Blacks, and Hispanics each declined between 1972 and 2006. However, for each year between 1972 and 2006, the status dropout rate was lowest for Whites and highest for Hispanics. Although the gaps between the rates of Blacks and Whites and between the rates of Hispanics and Whites have decreased, the patterns have not been consistent. The Black-White gap narrowed during the 1980s, with no measurable change during the 1970s or between 1990 and 2006. In contrast, the Hispanic-White gap narrowed between 1990 and 2006, with no measurable change in the gap during the 1970s and 1980s.
Reasons why adolescents drop out:
• bullying
• can be caused by the student's and family financial situation
• depression
• drug and alcohol abuse
• external influences (e.g., friends)
• lack of family support and encouragement
• lack of support and help for a pupil with extra needs in schools
• school may not be the best option for them, personally
• sickness
• they may become bored with school and the subjects on offer for them
Adolescents who don't complete high school face many more problems in later life than do people who graduate. While national leaders have demanded that schools, communities, and families make a major effort to retain students, the dropout rate remains high. A report from the Educational Testing Service, One-Third of a Nation: Rising Dropout Rates and Declining Opportunities, warns little is being done to stem rising dropout rates and their economic costs. This report also found:
• A "bulge" in enrollments in Grade 9 indicates more students nationally are being flunked to repeat Grade 9. This may be reflected in the significant shift toward younger, less educated dropouts than in the past, that face more difficulty in getting jobs.
• From 1990 to 2000, the high school completion rate declined in all but seven states. In 10 states, it declined by 8 percentage points or more.
• In 1971, male dropouts, working full time, earned $35,087 (in 2002 dollars), falling to $23,903 in 2002, a decline in earnings of 35 percent. Earnings for female dropouts fell from $19,888 to $17,114.
• In high school completion rates, the United States has now slipped to 10th place in the world.
• On average, only one certified counselor is available for each 500 students in all schools, and one counselor to 285 students in high schools. And they have many assignments that leave little time to spend with students at risk of dropping out.
• There has been a shift in the awarding of GED credentials to younger individuals, and the program has been revised to make it more rigorous.
Franklin P. Schargel, Tony Thacker, and John S. Bell, authors of From At Risk to Academic Excellence: What Successful Leaders Do, believe that America's schools can improve and present examples of excellence -- educational leaders who firmly believe that all children can succeed, schools that effectively meet the needs of nontraditional learners, and educational communities that don't give up on students who are at risk of dropping out. In their book, the authors identify individual risk factors -- personal characteristics, habits, and experience; family situations; and peer and community relationships -- and then address the factors over which school leaders can more directly influence -- school climate and culture, school connectedness, school safety, attendance, and school achievement.
Risk Factors of Dropping Out—
Previous School Experience:
• Absent 20 or more times during the previous school year
• Disciplinary problems or disruptive behavior
• Has attended five or more schools during a lifetime
• Low grades (Cs and Ds or below)
• Retained in at least one grade
Personal or Psychological Characteristics:
• At least one disability (e.g., ADHD, learning disabilities)
• Depression or other emotional problems
• Early sexual activity or promiscuity
• External locus of control (i.e., being in agreement with others' perceptions -- believed or actual -- of their individual ability, worth, or value)
• Low self-esteem
• Poor peer support
• Substance abuse
Adult and Family Responsibilities of Student:
• Has a child
• Must work to help support the family
Family Background and Cohesion:
• A sibling has dropped out of school
• Family receives public assistance
• Neither parent nor guardian is employed
• Parent(s) did not graduate from high school
• Permissive parenting
• Poor parent-child relationships
• Primary language of the family is not English
• Single-parent home
Parental discipline, monitoring, concern, encouragement, and consistency have also be linked to academic achievement. Children whose parents consistently set high standards work harder and do better in school. Additionally, an authoritative parenting style, characterized by warmth and concern coupled with boundaries (i.e., clear rules and limits), has been shown to have a positive effect on academic achievement.
School-Caused Risk Factors:
• Disregarding student learning styles
• Fear of school violence
• Ineffective discipline system
• Lack of relevant curriculum
• Low expectations of student achievement
• Negative school climate
• Overburdened school counselors
• Passive instructional strategies
• Retention and/or suspensions used to control discipline, rather than addressing causes
The key to keeping adolescents in school—
In many states, once a teenager turns sixteen years old, he or she can drop out of school. Some school systems are now reporting an alarming increase in the amount of drop outs that occur yearly. What can parents and educators do to keep these teens in school?
By the time a teenager reaches the age of sixteen, half of the battle may already be lost. Parents need to instill a love of learning when their children are small.
Parents should begin reading to their children when they are babies. As children grow, parents should encourage their children to excel in school. High expectations should become evident even when children are in pre-school.
As children move from elementary school into middle school, many kids are left behind academically. If a child falls behind in one subject, a parent should take action immediately. Both parents and teachers should communicate in order to plan a successful course of action. A child may need extra tutoring, or if there are problems at home, counseling may be in order. If a parent questions their child’s ability, testing may need to be conducted to determine if that child has a learning disability. A learning disability, such as dyslexia, can inhibit a child’s progress in school, and this will leave the child feeling discouraged and inept, prompting even poorer academic performance.
It is also important to encourage your child to be involved in school related activities as much as possible. The more active your child becomes, the less time he’ll have to think about failure. Encourage him to go out for sports and academic teams, band or chorus, and drama. If he is not really the academic type, help him to find a niche that he really loves, such as welding, auto mechanics, carpentry, drafting, and graphic arts. The key to instilling a need and desire for success in your child is to help him find what he is successful at doing.
Sometimes there are extenuating circumstances which can lead to a drop in a child’s grades. These circumstances may include a child’s illness, a recent move, problems at home, such as a divorce or death, or unexplained emotional problems. It is extremely important that these problems be addressed promptly. If left unattended, the problems could escalate, and when a teenager reaches the age the he can legally withdraw from school, he may simply give up.
If you are struggling with a teenager who seems apathetic to his academic career, you need to discern what the root problem might be. If the child is struggling with a particular subject or subjects, he may need extra tutoring. As a parent, you can encourage your child by spending time working with him in the evening. If you don’t feel knowledgeable enough to tutor your child, you can arrange for help from someone else.
Many schools now have afternoon tutoring available to help students who are falling behind. Some schools also have “last chance” programs. These programs are typically given at night or on the weekends. They offer students a chance to take a subject or subjects that they have failed, so that they might still be able to graduate on time.
As a parent, you should realize that there may be more serious causes behind your teenager’s lack of ambition. Drug abuse is a real problem among teenagers in today’s society. If you feel that your child is exhibiting signs of drug abuse, you should have him tested immediately. If he tests positive, you will need to decide on a direct course of action. It is also important to remember that even if you succeed in helping your child get off drugs, he will still be inundated with temptation if he is hanging with his same crowd of friends. You and your child may need to make some serious decisions regarding his every day environment.
Finally, never give up on your child. There may be times when both he and you are discouraged about his academic success. Try to hide your discouragement as much as possible, and, instead, let your child see that you believe in him and have high expectations that he will succeed.
Even if your teen is not thinking about dropping out of school, doing these things will help ensure he/she doesn’t.
• Talk frequently about how much you appreciate your own education. Or say why you wish you would have learned more.
• Join parent support groups for emotional support, and to share information and effective parenting strategies.
• Make sure your teen has necessary study materials at home or at a library.
• Ask your teen every day about her experiences at school.
• Support your teen’s efforts to get his schoolwork finished.
• Build self-esteem by commenting often on your teen’s strengths, not her weaknesses.
• Boost confidence. Express your belief in your teen’s abilities.
• Limit television viewing and set rules about talking on the telephone.
• Give your teen a sense of pride in his ethnic and cultural background.
• Contact the school, community services or other professionals if you have concerns or need assistance.
Online Parent Support
0 comments:
Post a Comment