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High School Drop Outs Will Fall

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Schools and educators are faced with the tremendous task of preparing students to be successful in school and beyond in a fast-paced, ever changing world. Students will need more skills and higher levels of education and training than ever before in order to be successful. In 1973, only 28 percent of jobs required postsecondary education, whereas by 2020, 65 percent of jobs will require postsecondary education (Carnevale, Smith, & Stohl, 2010 and 2013).
Those who have not learned how to learn will be left behind (DuFour, DuFour, Eaker, 2016). High school drop outs will fall significantly behind in the American economy. According to Geringer and Jones (2016), jobs that pay $53,000 or higher annually made up almost half of the jobs in the
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According to Callendar (2014), “students with long histories of underachievement drop out disproportionately” (p.4). The Consortium on Chicago School Research correlated class failure with dropping out of high school, indicating that students who passed their core classes their freshman year are three and one-half times more likely to graduate within four years than those who fail one or more core classes (Allensworth & Easton, 2005). In fact, the likelihood of students graduating who have failed core classes at any grade level drops from 80 percent to 44 percent (Callender, 2014).
With increased pressures to meet academic standards because of the serious implications of adult success noted earlier, the focus of teachers and administrators have remained on the academic areas of education (Buffum, Mattos, Weber, & Hierck, 2015; Algozzine, Wang, & Violette, 2011). However, the acknowledgment that there is a co-occurrence between academics and behaviors necessitates that attention is needed on the impact that behavior plays in the success of students as well. The behavior skills that a student possesses is important to their future and is evident in the literature. For example, Tobin and Sugai (1999) found that student academic failure could be predicted by three or more suspensions in the ninth grade. They also found correlations between grade point average (GPAs) and specific types of office discipline referral for behaviors including
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