Fixing and Preventing the Dropout Rate

Bridgeland, DiIulio, and Morison (2006) reported that in 2003, 3.5 million individuals 16-25 did not have high school diplomas. Fixing and preventing the rates of high-school dropouts are topics of serious concern, particularly in the current economic demise. Youth who lack a high school diploma are much more likely to be unemployed, go to jail, or require government assistance (Perkins-Gough, 2009). Even though the troubled economy has negatively impacted individuals at every level of education, those who are the least educated have struggled the most. This April, according to the U.S. Bureau of Labor Statistics, individuals without a high-school diploma were twice as likely to be unemployed as those with more education (Field, 2009). Specifically, amongst Americans who did not finish college, the unemployment rate was 14.6 percent while the rate amongst Americans with some college or an associate degree was 7.4 percent. In 2007, U.S. workers without a high-school diploma or GED earned 64 percent less, those with an associate degree or some college courses. Dropping out has a direct impact on an individual’s quality of life.
According to statistics from the U.S. census bureau, those with no high school diploma earned an average of 21,484. Those with a high school diploma earned an average of 31,286. Those with a bachelor’s degree earned an average of 57,181 and those with a master’s degree earned an average of 80,977. It is apparent that education directly influences one’s quality of life. The decision to leave school during adolescence has far reaching consequences on the futures of these students. Reducing dropout rates should be a primary goal for the education system.
Dalton, Glennie, and Ingels (2009) examined dropout rates in relation to background characteristics, evaluations, and academic achievement across time cohorts. The high school dropout rate was lower in 2004 than in 1982, 7 percent compared to 11 percent and lower in 1992 than in 1982, 6 percent compared to 11 percent. With respect to gender, males had a higher dropout rate in both 1982 and 2004. With respect to race, Black sophomores had a higher dropout rate at 14 percent than Asian/Pacific Islander sophomores at 2 percent and White sophomores at 10 percent in 1982. The pattern was the same in 2004: Black sophomores had a higher dropout rate at 10 percent, Asian/Pacific Islander at 3 percent and White sophomores at 5 percent.
A student’s background was also found to influence their likelihood of dropping out. Students whose parents had a bachelor’s degree or another professional degree were less likely to drop out than those whose parents had some college education, a high school diploma, or less. A study by Dalton, Glennie, and Ingels (2009) found that 48 percent of dropouts came from families in the lowest quarter of socioeconomic status and 77 percent came from the lowest half of the socioeconomic distribution. Interestingly, students attending public school were more likely to drop out than those attending Catholic or private schools.
There are many reasons that students make the decisions to drop out of school. Eighty-three percent of dropouts list school-related issues as the reason for dropping out, missing too many school days, poor grades, and not liking school. Males dropped out of school for these reasons more often than females, 89 percent compared to 75 percent and males left more often than females for disciplinary reasons. On the other hand, 45 percent of females left for family reasons, 28 percent due to pregnancy and 12 percent for marriage.
Upon dropping out, 73 percent of dropouts said their parents tried to talk them into staying, while 37 percent of them said their school tried to talk them into staying. Fifty-three percent of dropouts said that their parents offered to help them with personal problems, and 24 percent said that schools had made such an offer. It is important to note that research found that 75 percent of the dropouts never participated in alternative programs like dropout prevention, job placement assistance, or vocational or technical skills training).
Perkins-Gough (2009) has conducted research to support the use of service learning in order to decrease high school dropout rates. She believes that service learning can help keep students engaged in school and on track to graduation. When asked in a national survey of 807 high school students conducted for Engaged for Success, respondents cited making class interesting, relevant, and hands-on as ideas that would give them the most out of high school. Examples of service learning are projects like group writing children's books about historical events and reading them to students in younger grades, painting murals in school that represent themes learned. These activities promote academic learning while developing leadership skills, teaching how to be involved citizens, and allowing them to work together with other students to achieve more fun and entertaining learning outcomes.
It is apparent that a reduction and prevention in dropout rates is imperative for the future of the economy as well as the future of the individuals whose lives will suffer as a result of higher unemployment rates. Taking note of the reasons for student dropout and actively working to combat these issues will hopefully continue to decrease the rates in future studies. It is important to integrate different styles of learning for all individuals to benefit, regardless of their academic ability, disciplinary record, or family issues. Alternative programs and service learning must be considered as options that a student sees as a better choice than leaving school entirely.
Kimberly Green