What You Need to Know About the School Dropout Problem

We need to know that dropping out of school is a complex social problem for which educational professionals say there is no simple solution. Many educators, parents and civic community leaders have advocated policy solutions that involve a broad range of institutions and agencies across America. Who then are school dropouts? They are usually those who leave school at different stages before achieving the standard high school diplomas at graduations. Importantly, dropping out of school is not a high school problem or an event because it's a process that usually begins as early as the third grade. We need therefore to collectively try to identify students from the elementary school level who may be facing difficulties to achieve success. "Safety Nets" assistance into the learning process for such students will therefore be necessary. See Stopping Dropping Out...at www.schargel.com.

In America, it is reported that despite a number of targeted efforts, the Nation's high schools, for example, dropout rate remains high. There are some experts opinions that say nearly one third of all public school students fail to graduate with their class - Educators Announce Joint Action Plan to Address School Dropout Crisis at www.nea.org. One particular Report stated that four (4) major categories of factors contribute to a student profile of characteristics that may lead to a student's dropping out of school. These categories are: risk factors that are school-related, student-related, community-related, and family-related.

The likelihood of a student dropping out of school increases as the combination of risk factors become more multifaceted. But poor academic performance is the strongest school-related predictor of dropping out. And students who repeated one or more grades were twice as likely to drop out than those who had never been back. Those who repeated more than one grade were four times a likely to leave school before completion. See Reducing the Dropout Rate at www.nwrel.org. Student-related risk factors include personal problems independent of social/family background, substance abuse, pregnancy and legal problems, absenteeism, tardiness, suspension, and others. Of the community-related problems, poverty is considered the strongest predictor of dropping out. Parents can play a crucial role in keeping young people in school. But the degree and nature of family support are determined by such factors as stressful or unstable home life, minority membership, socioeconomic status, single parent household, poor education of parents, and so on. The need for the collective efforts from members of society to prevent and correct this problem cannot therefore be over-emphasized.

Now as much as there are possible solutions to this issue, there are some consequences of dropping out of school. Employment opportunities for dropouts are much more limited than for those who completed the stages up to high school graduation. Today's America and Global 21st Century Economies require the labor force to be functionally literate, more literate than before, more educated, have enhanced technological skills, and life long learning abilities. Dropouts will also face and be more likely to engage in high-risk behaviors such as premature sexual activities, early pregnancy, delinquency, crime, violence, and alcohol or drug abuse.

Importantly, suicides have been discovered to be significantly higher among school dropouts. Dropouts are more likely than other citizens to draw on welfare and other social programs throughout their lives. Income differences between dropouts and other citizens can be expected to widen as the economy evolves (sometimes at a faster technological rate than before and so those with less education will be disadvantaged). In addition, a growth of unskilled laborers, some experts say, in low-wage jobs will increase the trend towards developing a large American underclass. Income disparity and inequality issues can develop and be a problem to resolve if some members of society cannot see or refuse to see the reasons as also related to the dropout factor.

Solution wise, one argument presented to help solve the dropout dilemma is to identify some destinations beyond high school that can give students more reasons to try harder while they are in high school, such as career-apprenticeship systems, community service, and the military. They say such these approaches can bring relevance to all students, but particularly to those students who might otherwise drop out or barely engage in school - Where Do Multiple Pathways Take us...at www.edweek.org. But in America, the National Education Association (NEA) has presented some other solutions of great interest.

The NEA stated that we should: Mandate high school graduation or equivalency as compulsory for everyone below the age of 21...to compete in the 21st century, all American citizens at minimum, will need a high school education; provide specialized instruction, counseling and education environment for the 19-21 age group of students who would be more effectively achieve the required high school education in classes apart form the other students; ensure that students receive individual attention in smaller classes of 18 persons or less, in safe schools, and in programs during the summer, weekends, before and after regular school; expand students graduation options through creative partnerships with community colleges in careers and technical fields...for students who are incarcerated tie their release to high school graduation at the end of their sentences.

In addition, the NEA information also stated that we should involve families in students learning at school and at home in new and creative ways so that all families (single-parent, families in poverty, families in minority communities and others) can support their children academic achievements; monitor students academic progress in school through a variety of measures during the school year that provide a full picture of students learning and help teachers make sure students do not fall behind academically; involve the entire community in dropout prevention through family-friendly policies that provide release time for employees to attend parent-teacher conferences; make sure educators have the training and resources they need to prevent students from dropping out including professional development focused on the needs of diverse students and students who are at risk of dropping out. These and other NEA plans to deal with the America's school dropout crises are at www.weac.org. Importantly, these plans or recommendations are not unique to the NEA, but they are considered to be very good and feasible plans.

Therefore, America's school dropout problem is not unique to the high school student level. It begins from the elementary level and usually gets worse (if not corrected) by time the students reach the high school level. There are plans to address the crises, but the consistent and sustainable participation of the students, parents/guardians, communities, educational authorities, state officials and others must be done in harmony. This is a serious problem that absolutely must be corrected.