Case Study : Motivation Influences Retention Rates Of Low Income High School Students Essay

In a society which is relying increasingly on education, graduating high school is quickly becoming an important accolade to ensure a student’s success in society. According to a study completed in July of 2011, high school dropouts cost between $320 billion and $350 billion annually in lost wages, taxable income, health, welfare and incarceration costs. (Zhao, 2011) As well as the financial impact, there are many other aspects that should be addressed when looking at high school dropout rates. The most prevalent example is the fact that systematically, the education system has shown significant signs of unbalance in the distribution of dropout rates across different races and or ethnicities. In 2009, 4.8 percent of of blacks and 5.8 percent of Hispanics between 15 and 24 dropped out of grades 10-12, compared with 2.4 percent for white students. (Zhao, 2011) With statistics like this, it is important that we not only ensure our education system is operating in a successful way, but also providing equal education and opportunities for students of all races, ethnicities, income levels, and religious backgrounds. By examining our education system, we as educators will be able to address and hopefully resolve the issues related to the unequal dropout rates in high schools across the nation.

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,

In October 2000, the overall picture of high school dropouts had changed little since the late 1980s (Kaufman et al. 2001): For every 100 young adults enrolled in high school in October 1999, 5 had left school without completing a program; of 34.6 million U.S. young adults aged 16-24, 3.8 million—almost 11 percent—had not completed high school and were not enrolled. Some studies have shown that students in schools with a concentration of multiple risk factors (e.g., large schools, large classes, high poverty, inner city location) have less than one chance in two of graduating from high school; furthermore, the economic costs of dropping out have increased as time goes on (Castellano et al. 2001). Adjusting for 50

“In urban areas, dropout rates among minority and low-income students can reach 50 percent, with rates being highest for African-American and Latino males” (Bernstein-Yamashiro and Noam, 18). In a survey by the Civic Enterprises, 41 percent of dropouts reported that he or she had an adult to talk to about personal problems, 62 percent said they want to see schools do more to help, and 47 percent said schools contacted them after dropping out (Bernstein-Yamashiro and Noam, 18). The academic outcomes from student/teacher

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.

Across the United States, high school students can encounter a variety of issues that hinder their ability to successfully complete course work to earn the required credits towards graduation. High schools across the United States have an obligation to ensure that students are achieving and receiving a diploma. It is also in the school’s best interest to ensure students are gradating both funding wise and for the overall school rating. When a student does not receive a high school diploma the action affects the student, community and the school. High school dropouts may find it harder to obtain a job that would provide a stable and productive income verses a high school graduate thus, the financial disadvantage in turn can cause

Gottfried (2013) supported the notion that urban students are at an exceptionally high risk for educational failure. In addition, Pharris-Ciurej, Hirschman, and Willhoft (2012) noted that students from low-income families were nearly 26% less likely to graduate from high school. The findings from this study further proposed an overrepresentation of retained students residing in disadvantaged areas among students who drop out of school, and students residing in underprivileged areas exhibited unforeseen academic

The American Psychological Association says, “Poverty and dropouts are inextricably connected in the three primary settings affecting healthy child and adolescent development: families, schools and communities. In 2009, poor (bottom 20 percent of all family incomes) students were five times more likely to dropout of high school than high-income (top 20 percent of all family incomes) students. Child poverty is rampant in the U.S., with more than 20 percent of school-age children living in poor families.” It’s important that students stay in school and get what they need to graduate, so they can find a real working job to help boost them on their feet to get out of living in poverty. Another reason why it’s a problem that most people living in poverty have a higher rate of dropping out because low income students are six times more likely to dropout of high school. The Washington Post talked about how when teenagers drop out of high school because they need to earn money, they earn about a quarter of all of their family savings which puts them just above the line of who are in poverty, and who are not. Of all who drop out to work, 42% of families get about a quarter or more of their yearly income from their child. It’s important that students don’t drop out of high school because they could end up getting a higher education from graduating, which means they could get a better job with a higher

There are clear racial and economic disparities that exist in regards to high school dropout rates. Researchers found that African-American and Hispanic students experience higher rates of dropouts compared to White students. In 2012, the dropout rate for African-Americans was 7.5 percent. For the Hispanic population it was 12.7 percent, and for Native Americans it was 14.6 percent. All of these rates of minority dropout which are all significantly higher than the rates of Whites and Asians/Pacific Islanders (United State Department of Education, 2015). This was also true for students living in low-income families. They maintained greater rates of dropping out with 5.9 percent, while students from higher income families dropped out at a

The authors in this article looked at many factors that lead to retention in the United Sates. The authors look at environmental factors and socioeconomic factors that have caused high retention rates in our schools. These authors broke down the rates by looking to see if boys or girls are more prone to being retained more. They broke the data down by race and location. It was described that students from low income homes have a higher chance to produce to retention. It was also discussed that policy changes at the local, state and national level can have an effect on these numbers. The article also mentions how a student’s persistence towards self-empowerment and the completion of their academic goals was a strong factor according to the article.

The dropout problem is not only an individual problem, but it is costly to society as a whole. Warren & Halpen-Manners (2007) explained, “high school dropouts is of fundamental social, economic, and political importance and has major implications for educational policy and practice, patterns of economic and racial/ethnic inequality, and the quality of America’s workforce” (p. 335). Coupled with that, Neild et al (2008) further argued going through the portal into adult life without high school credentials carries severe economic and employment penalties. Also, Kennelly (2007) explained “When students drop out…. the toll of the quality of life and the prosperity and competitiveness of the communities where they live and collectively across

Dropping out of high school is associated with multiple factors that gradually build onto an individual. In the “Income Inequality, Social Mobility and the Decision to Drop Out of High School” study, Kearney and Levine discussed that the socioeconomic perspective of a person is one that plays a critical role in his/her perspective in continuing an education. Regions with a greater difference in income inequality often come with less social mobility. High school students’ choice to drop out is often linked with a long-term exposure to low socioeconomic circumstance that demotivated their prospect toward advancement and failure to recognize the benefits

Did you know that 1.2 million high school students drop out of school every year just in the United States alone (11 Facts)? The decrease of high school graduation rates is a fairly important issue, and there are plenty of reasons to propose a change. According to the U.S. Department of Education, the current standard dropout rate of high school students is 7.4%. High school dropouts encounter way more difficulties and challenges than a high school graduate would. An average high school drop out lacks the basic education that one needs in order to be successful in life. They are more likely to face problems dealing with financial insecurity, communication skills, and of course, educational matters. With a high school diploma, one is more likely to get hired for a job, earn a higher income, and educate oneself even further. Some possible causes of high school students dropping out include stress, boredom, family problems, pregnancies, and drugs. With that said, with every issue, there is always a solution. By taking the problem at hand and looking at it from a broad perspective, we can thoroughly identify the source of the high dropout rates of U.S. high school students. There are countless factors that may be the cause of this epidemic, but a few ideas including making learning more relevant, limiting the workload given to students, and providing mandatory classes on drugs and safe sex may possibly be a solution to this

and support to the Early Years, the parents, the Governors, the school and the local educational

College graduation and dropout rates have long been used as a central indicator of education system productivity and effectiveness and of social and economic well-being. Today, interest in the accuracy and usefulness of these statistics is particularly acute owing to a confluence of circumstances, including changing demographics, new legislative mandates, and heightened political pressures to reduce the incidence of dropping out. Students who are unable to pass the assessments may simply leave school before graduating. Not everyone drops out because they lack the determination to finish, instead they run into another obstacle while equipped with the motivation. Those of which are trying to regulate the balance of work and school, unexpected family problems, and financial problems.