High School Dropout
High school dropout refers to individuals who do not complete the necessary requirements to graduate from secondary school, a phenomenon that has significant implications for both personal and societal outcomes. Historically, the dropout rate was more accepted in the mid-20th century, but by the 21st century, over a million students annually were failing to graduate, raising concerns about economic stability and workforce readiness. Disproportionately, students of color and those from low-income backgrounds are more likely to drop out, especially in urban and rural school districts, highlighting systemic disparities in educational equity. The dropout process is often long and can begin as early as elementary school, influenced by various factors ranging from academic challenges to behavioral issues. Push-out factors, such as disciplinary actions and strict school policies, can force at-risk students out of the educational system, while pull-out factors may arise from external responsibilities that compete with academic demands. Recognizing these complexities, educators and policymakers have initiated strategies to identify and support at-risk youth, aiming to improve graduation rates and create more equitable educational environments. Understanding the multifaceted nature of high school dropouts is crucial, as it underscores the need for targeted interventions and support systems to ensure educational success for all students.
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High School Dropout
Since the establishment of public schools in the United States, obtaining an education has been viewed as the great equalizer to upward social mobility and opportunity. But even as recently as the 1960s, many students did not complete high school, and failure to do so was viewed as a normal occurrence. However, by the twenty-first century over a million youth each year were failing to graduate with their high school classes. Because most employers require their workers to have at least a high-school education, such a high drop out rate was seen as an impediment to the future economic health of the country. Nationally, students of color and low-income youth disproportionately drop out of school; these rates are even higher in urban and rural school districts. Educators and administrators in the US public school system have suggested many ways to create more equitable opportunities and outcomes for all students in hopes of lowering the high school dropout rate.
Overview
The institution of the American public school system gave rise to the value that society has placed on receiving a high school diploma. Demographic shifts in the twentieth century in school attendance, coupled with higher educational training by employers for workers, led to an increased advantage for high school graduates that had not existed in prior generations. The term dropout came to describe individuals who had not completed the requirements for secondary-school graduation. In the 1960s the epithet dropout emerged as a social marker for classifying school-aged youth who were perceived to be ill-equipped to conform to the rules and behavioral standards of traditional educational settings. Although dropping out of high school has often been described as a national issue, it affects some areas more than others. A majority of high school dropouts reside in urban and rural districts instead of suburban districts.
The act of dropping out has been described as a long-term process of disengagement that in many cases begins in elementary school. Researchers have examined in-school and out-of-school factors that mark students as at-risk of dropping out; these include the influence of neighborhood culture, classroom expectations, and academic underperformance. Various push-out and pull-out factors have been associated with leaving school diplomas well. Push-out factors are those that force students who are perceived to have behavioral or academic problems out of school. Disciplinary policies, specifically zero tolerance policies, suspensions, and expulsion criteria are push-out factors. Additionally the use of tracking mechanisms, retention, and a school’s culture shapes whether students are able to reach graduation. Out-of school factors pull youth out of the classroom as they try to balance non-academic responsibilities with academic requirements. Youth who live in urban or rural districts encounter a range of circumstances that can make leaving school a more viable alternative than finishing it. Compared to their white counterparts, students of color have lower on-time graduation rates. For Hispanic and African American youth the percentages are approximately 40 percent. These disparities have led to the growth of state and local early dropout identification and recovery initiatives to address why youth leave school.
Bibliography
Archambault, Isabelle, et al. “Student Engagement and Its Relationship with Early High School Dropout.” Journal of Adolescence 32.3 (2009): 651–70. Print.
Bridgeland, John M. “The New Dropout Challenge: Bridging Gaps among Students, Parents, and Teachers.” New Directions for Youth Development 127 (2010): 101–10. Print.
Civic Enterprises. Raising Their Voices: Engaging Students, Teachers, and Parents to Help End the High School Dropout Epidemic. By John M. Bridgeland, et al. ERIC. Mar. 2010. Web. Aug. 23 2013.
Chapman, Chris, Jennifer Laird, and Angelina Kewal-Ramani. Trends in High School Dropout and Completion Rates in the United States: 1972–2009. Washington: BiblioGov, 2013. Print.
Fine, M. Framing Dropouts: Notes on the Politics of an Urban Public High School. Albany: State U of New York P, 1991. Print.
Lee, T., et al. “High Suspension Schools and Dropout Rates for Black and White Students.” Education and Treatment of Children 34.2 (2011): n.p. Print.
Rodriguez, L. “Latino School Dropout and Popular Culture: Envisioning Solutions to a Pervasive Problem.” Journal of Latinos and Education 7.3 (2008): Print.
Rumberger, Russell W. Dropping Out: Why Students Drop Out of High School and What Can Be Done about It. Cambridge: Harvard UP, 2011. Print.