High School Dropout Problem

This paper examines the high school dropout phenomenon from a sociological perspective. Specifically, the paper reviews studies explicating the demographic parameters of dropout, reasons for dropout, incentives given to schools, principals, teachers, administrations, and other pertinent personnel for helping students at-risk of dropout to remain in school, and dropout prevention programs and projects. The purpose of the paper is to compile a profile of the essential factors involved in and effecting high school dropout.

Concerning high school dropout, Ponessa has noted that in the country as a whole, 71% of all students receive a high school diploma by age 18 years; the remainder of these students (29%) are primarily dropouts. Ponessa further reports that, at least in urban schools, there is a tendency for dropouts to be at higher risk if they are male and/or members of minority ethnic groups.

Howley and Huang have noted that national statistics on dropout rates are of three types: (1) event rates reporting the percentage of students who left high school without finishing work toward a diploma in a single year; (2) status rates reporting the percentage of the population of a given age range who have not finished high school or are not enrolled; and

(3) cohort rates reporting what happens to a single group of students over time.

In general, the authors state, that these statistics evidence differences in dropout among youth in

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nt pattern of perceived disrespect, exchange, and audience presence results in conflicts. This behavior pattern was also said to be disruptive to dropouts reentry into school as well as, in many cases, part of students' initial reasons for leaving school. Incentives Roditi discussed organizational/personnel incentives as a means of assisting to remediate school dropout. She suggested that dropout programs and projects should routinely provide incentives for schools and districts to participate. Among the incentives listed were allowing teachers enough program input and development time; giving teachers increased responsibility for implementation of these programs, including hiring power; providing for joint planning and teacher development; providing inservice assistance program to teachers, and allowing teachers to take supplementary educational courses that helped them in their work with at-risk students. An interesting sociopolitical perspective on supplying incentives to educational organizations and personnel has been offered by Person who notes that teachers/principals can be motivated toward strong efforts at eradicating dropout by rethinking and redesigning traditional approaches. Specifically, Person stated that scho

Category: Psychology - H