Acronyms And Unbiased Language

Perhaps no single event in the adolescent life course more strongly determines later social and economic success than dropping out of school (Ludwig & Shah, 2014). Risk factors for dropping out of school exist in all life domains with the likelihood of a student dropping out of school increasing as these risk factors accumulate (Christle, Jolivette, & Nelson, 2007). However, most of the research on at risk students and dropping out has focused on the characteristics of individuals rather than on the services available at schools or the local community (Christle, Jolivette, & Nelson,

LRE stands for Least Restrictive Environment, which is children with disabilities are to be educated, to the maximum extent appropriate, with students without disabilities. This can mean anything from full inclusion to self-contained classroom.

2. LRE Stand for Least Restrictive Environment. Children with disabilities must be placed in a classroom to be educated with students without disabilities. Placement in classrooms will be consistent with

$10,510, that’s how much less a high school dropout earns annually than an individual with a high school diploma according to the U.S. Bureau of Labor Statistics. A dropout is less likely to be employed, more likely to be incarcerated and more likely to live in poverty. According to the U.S. Census Bureau, due to incarceration, less paid in taxes and other factors a high school dropout costs taxpayers $292,000 over their lifetime. The financial costs alone should be enough to find ways to increase graduation rates. Research has shown early predictors of dropout are parental education level and early low literacy in the child. Families from one generation to another have a difficult time escaping poverty and families from one generation to another have difficulty improving literacy

There are other factors associated with early school leaving. Researchers have focused on three different topics. First topic, student and family factors identified as contributing to dropouts is gender, racial, and ethnic minority status, low socioeconomic status, poor school performance, low self-esteem, delinquency, substance abuse, and pregnancy. In addition to this research has also gathered the impact of certain family characteristics, such as single-families,

High school dropout rate is a significant indicator of future success in life. For high school dropouts, it is harder to find jobs and earn as much money as their graduated peers. On the outside looking in, not being able to graduate is usually associated with school performance, socioeconomic status, parents’ education level and/or lack of motivation. Moreover, there are also underlying factors of race and gender and they both affect performance in high school immensely. In order to study dropout rates, focus should be put on the group of students at risk of dropping out.

Rendon (1994) points out “students from underrepresented backgrounds often experience isolation, a lack of self-efficacy, and a lack of a sense of belonging in college contexts”(p. 48). Furthermore, one needs to take it one step back and realize that most students of color are much more likely to attend schools where most of their peers are poor or low-income. Therefore, socio economic status (SES) determines the education a person receives throughout K-12. Walpole (2004) also describes how “low SES parents are more likely to define success as a secure full-time job after graduating from high school. College attendance is not an expectation and often means enrolling in a community college or technical school when it does occur” (p. 47). When a student reaches the

Today in society the determination for a college degree lies beyond education towards future financial security. While college debt seems to be ever increasing, students from low-income families are less likely to attend college due to the financial hardship. The social class that a student’s family falls into shows correlation on whether that student will or not attend college (Peske & Haycock, 2006). However, looking at this issue from my own prospective it seems as though no matter the social class students are attending college. What more so seems to have an affect on outcomes for individuals is how there family’s social economic status effects how well a student performs in college. For a student from a low-income family nothing can seem more daunting than the overwhelming amount of debt we have to pay after college.

Department of Education, 2015). One study by Alspaugh looked at the relationship between schools and community characteristics and how those affected high school dropout rates (Alspaugh, 1998). This study looked at 428 Missouri school districts and their average dropout rates over the past five years. Alspaugh examined previous research and concluded that socioeconomic status was the most important factor in student dropout rates. Other related factors that were found to be important factors in student dropout rates were “family background, personal problems, and school-related factors” (Alspaugh), but found that all of these would be difficult to address directly.

According to Heward, (2009), IDEA required each student with disabilities be educated in the least restrictive environment (LRE), which is when the severity of a child disability endure them from an education in a regular classroom, even with the use of supplementary aids and services. A LRE setting is comparable to a regular classroom and meets a child educational needs, but a LRE for a child with a disability might not be a good fit for another child with a disability. Some educators and parents believe any place, not within a regular classroom can be restrictive, but they understand that placing a child that can’t function in a regular classroom would be inappropriate. Therefore, the three consideration that would be essential to deciding

Another concern for educators is the impact of low socioeconomic status (SES) on education. Research indicates that children from low SES households and communities develop academic skills more slowly than their counterparts and their parents are less likely to have the financial resources or available time to provide

According to Blue & Cook (2004) “factors influence dropping out, including the conditions of schooling, individual personality traits, home environment, and the economic context within which students live”( Blue, D., & Cook, J, 2004). Within this study, students that live in a low income neighborhood are most likely to drop out of school than other students that live in a wealthier neighborhood. Poverty is a key contributor, Hispanic students lack of English proficiency is a factor to higher dropout possibility. They suggest that the neighborhood that many African-Americans live in explains the high dropout rates. According to Blue & Cook (2004) “Texas students who are overage for grade level, as a result of being retained in grade are disproportionately represented among high school dropouts”.

Poverty Level Matters Poverty flat in a school division had the strongest impact on dropout rates,

It can also lead to children taking on adult roles and responsibilities earlier in life thus leading to interruption of education. Middle schoolers with divorced parents may also realize that due to less financial stability and resources long term education such as college may no longer be a viable option and many choose to join the workforce earlier in life either by choice or out of need to support the family, further disrupting educational progression. According to the American Psychological Association “research indicates that children from low-SES households and communities develop academic skills more slowly compared to children from higher SES groups (Morgan, Farkas, Hillemeier, & Maczuga, 2009).” Typically schools in low socioeconomic areas are under funded leading to higher dropout rates. Low SES families may be unable to afford the needed items such as a computer or tutor for their middle schooler as they progress. Children from lower SES are twice as likely to develop learning related behavior problems, enter high school 3.3 grade levels below their higher SES peers and have the highest dropout rate (16.7 percent) as compared to higher income families (3.2 percent) (National Center for Educational Statistics).

The LRE principle states that all children shall be educated in a general education classroom setting as much as possible. These students should only be placed in a specific special education classroom when the severity of their disability requires. IDEA finds it to be of utmost importance to have an inclusive classroom of students with and without disabilities to expand on the education offered. If a child is unable to participate in certain curriculum or activities, the IEP must state specifically what the restrictions are and why the student may not participate.