High School Dropouts: Cause and Prevention

1865 Words Aug 14th, 2007 8 Pages
High School Dropouts Outline

Thesis Statement: More and more students drop out each year. Those who dropped out have various reasons. The alarming rates of drop outs have led them to a bleak future wherein such incident requires the attention and immediate action of various school authorities.

a. Major factors for leaving school
• Was not motivated or inspired
• Classes were not interesting
• Missed too many days and could not catch up
• Spent time with people who were not interested in school
• Had too much freedom and not enough rules in life
• Was Failing in School

b. Characteristics of students who dropped out
• Socio-economic background
• Disabilities
• Race-ethnicities
• Academic factors
• Absenteeism
•
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Another personal related problem is jobs. Most students are working part-time in order to support themselves and their family which at times will lead to intrusion with school hours, home works, no time for studying especially to major exams and various school activities which otherwise leads to failing grade. Peer pressure is also another factor wherein these students are being led to bad influences such as drinking, drug which causes a major side effect to students (Schwartz, 1995). Schools do this in order to handle their problem. Students from broken homes are also likely to drop out of school due to the stressful situation that they have to go through and thus affect their concentration in school. Furthermore, most students who dropped out of school don't like school to begin with. These students will rebel and do anything against the school rules in order to be kicked out (Schwartz, 1995). They are likely to fail on their subjects, doesn't get along with other students, and have disciplinary problems. Oftentimes, disciplinary actions are taken before they are dropped out. Various programs are being carried out by schools in order to reduce the rates of dropout and these programs are centered on maximizing school attendance and achievement and other educational-related outcomes (Fashola and Slavin, 1998). More often

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