The Negative Effects Of Dropping The Dropouts In Schools

In today’s society it has become even more crucial to obtain knowledge and graduate from high school. In the article “The True Cost of High School Dropouts” Henry M. Levin and Cecilia E. Rouse explain that the dropout rate imposes a heavy cost on the economy. Henry M. Levin is a professor of economics and education at Columbia University. Cecilia E. Rouse is a professor of economics and public affairs at Princeton University. She also was a member of President Obama’s Council of Economic Advisers from 2009 to 2011. This article was found on “The New York Times” and was published Jan. 25th, 2012. They begin with stating the facts and giving sources to build credibility. They then go into what is being done wrong and what needs to be done in order to improve.

For decades now, there have been educational problems in the inner city schools in the United States. The schools inability to teach some students relates to the poor conditions in the public schools. Some of the conditions are the lack of funds that give students with the proper supplies, inexperienced teachers, inadequate resources, low testing scores and the crime-infested neighborhoods. These conditions have been an issue for centuries, but there is nothing being done about it. Yet, state and local governments focus on other priorities, including schools with better academics. It is fair to say that some schools need more attention than other does. However, when schools have no academic problems then the attention should be focused

America’s school system and student population remains segregated, by race and class. The inequalities that exist in schools today result from more than just poorly managed schools; they reflect the racial and socioeconomic inequities of society as a whole. Most of the problems of schools boil down to either racism in and outside the school or financial disparity between wealthy and poor school districts. Because schools receive funding through local property taxes, low-income communities start at an economic disadvantage. Less funding means fewer resources, lower quality instruction and curricula, and little to no community involvement. Even when low-income schools manage to find adequate funding, the money doesn’t solve all the school’s

Today, we know integration has a positive effect on almost every aspect of schooling that matters. We also know integration matters for all students. Both minorities and whites are disadvantaged by attending racially isolated schools, although in somewhat different ways. Predominantly minority schools as a whole had inadequate and unfair educational opportunities. First, these schools tend to serve predominantly poor students. Due to poor situations at home and by the student's friends and sometimes relatives these schools routinely had lower rates of achievement than students in mostly average income schools. This holds true regardless of a student's race or socioeconomic status. More importantly, predominantly poor and minority schools find it extremely difficult to attract and retain high-quality

“When we can predict how well students will do in school by looking at their zip code, we know we have a serious systemic problem” (Gloria Ladson-Billings 20). When we are able to forecast how a child will perform by where the child resides, then how can we say that every child is receiving quality education. The unsuccessful educational system infused into the United States is affecting the majority of minorities. In the United States students due to their race and social class, suffer from underfunded public schools, inexperienced teachers, and housing segregation, which in turn inhibit their opportunity to succeed through education. These difficulties plaque students from the very beginning of their public school experience and follow them throughout their academic life. There are a few solutions to these issues but they have to be implemented and enforced with a slow integration.

Newburgh Free Academy, NFA, located in the center of Newburgh, New York, a small city with a crime rate four times higher than the national average, exhibits an unequal distribution of the district’s budget across their various programs. NFA houses approximately 4,000 students and holds a wide variety of classes, athletic programs, and co-curricular and extra-curricular activities. However, according to the district’s “Draft Budget Report for Fiscal Year 2017,” these programs do not all receive equal funding. There appears to be a large portion of available funds going towards the athletic program, while fine arts, language, and co-curricular programs receive little to no funding. The majority of public high schools across America, especially those located in overcrowded urban communities, experience a similar inequality. By dividing funds unevenly an inequality of opportunity is created, which leaves students who wish to join certain postsecondary school programs severely underprepared. Dr. Vivian W. Ikpa of Temple University sees this inequality quite often; she claims that, “inadequate funding made them [the students] ‘resource’ disadvantaged” (Ikpa, 467). When a school’s budget is being formulated, generally the last programs to receive funding are the arts, language, and co-curricular programs. The lack of funding in these programs leaves students unprepared to handle further education and prevents them from gaining valuable life skills. Thus, unequal distribution of

While all these possibilities from providing increased educational funding to inner city schools seem to provide a solution to the educational difficulties, the underclass is a multifaceted problem with several contributing factors. For example, the issue of students dropping out of school is not only affected by simply the quality of their education and resources. The appealing allure of drug dealing and belonging to a gang, both behaviors that involve criminal actions that could lead to incarceration, severely entice students from finishing their education. Furthermore, many children lack familial support to complete school. Their families tend to consist of numerous high school dropouts, and, therefore, lack the knowledge that comes from past experience leaving the student at a severe disadvantage. Plus, some family members will even remove the students out of school themselves, because they view the school as a waste of time. Even more detrimental to the underclass are the longstanding problems of unplanned pregnancies, single parent families, racial discrimination, and welfare dependency. With all these contributing obstacles that build upon one another in mind, it may seem pointless to fix the educational issues, so why should society and the government still pursue this option?

“NCAN utilizes four strategies to assist states, schools, businesses, nonprofit organizations, and philanthropists provide better education access to low-income and underrepresented students. Their strategy of capacity building seeks to ensure that those who help students are well-trained and well-informed. By utilizing benchmarking, NCAN can standardize data that will help monitor, compare, and improve progress. Collective impact encourages groups that help support postsecondary completion rates. Lastly, their policy strategy fights to properly represent low-income and other disadvantaged students.” Another one called The Education Trust. “seeks educational justice for all students, especially low-income students and students of color. With its promise of being equality-driven, data-centered, and student-focused, EdTrust works with educators, students, parents, policymakers, and civic leaders to transform and better the school system. By analyzing local, state, and national data, EdTrust takes a hard look at opportunity gaps, and works diligently to close

America's public schools do not inhibit academic growth because the schools are dropout factories, the proficiency is below what it should be, and teachers are not good.

Education is essential to attain social mobility, however students face difficult obstacles. Even though we have laws like No Child Left Behind Act (NCLB), however many students that come from low social class families do not have equal opportunities as students that come from higher income households. NCLB is encouraging on its face, but it does not address the unequal distribution of funds for districts. NCLB set standards in which students must achieve scores on standardized test rather than having access to equal opportunities, in

“The school districts with the highest minority enrollments receive an average of $877 less per student than school districts with the lowest number of minorities enrolled.” In turn, these children are able to go further with more resources readily available to them. However, children in less affluent school districts face serious educational shortcomings due to little investment in the beggared communities surrounding the school. It is more accurate to say that America has two systems of public education. The first system, based principally, but not entirely in the suburbs of America and in wealthier urban districts, is in many respects mediocre, specifically in comparison to international peers in advanced industrial nations. However, the second system, based principally in poorer urban and rural areas, is an absolute failure; in which an exceeding number of students dropout well before high school graduation. An astounding number of students receive high school diplomas that do not certify academic confidence in basic subjects. An outstanding number of students are unprepared for the world of employment. An incredible number of students are unprepared to matriculate to institutions of higher education or advanced training.

Grant Elementary School’s mission is to create and build an integrated learning community based upon the principles of dignity, competence, individual achievement and preparing students for the future. My role at Grant School is to assist the Guidance Counselor in providing individual and group counseling to “at-risk” students who need additional support in an effort to address any barriers that interfere with success at school. Grant is a one-site school district located five miles southeast of Redding CA in the community of Centerville. The school serves approximately 125 preschool students and 655 K-8 students. The Centerville area is a rural setting featuring a real estate market with housing variety and available acreage. Many professional families choose to reside within the Grant attendance boundaries because of Grant’s high academic standards. Grant also attracts students from outside the attendance area. Over 57% of the children enrolled at Grant live outside the district’s boundaries. 79% of the student population is Caucasian, 9% Hispanic, 6% two or more races, 3% Asian, 2% American Indian and .5% African American, and 16% students participate in a free or reduced-cost lunch program. Counseling services were recently implemented this year at Grant School as a result of funding made available through Local Control Accountability Plan (LCAP).

Part of life is making mistakes, so people need to look at who a person truly is, not what they have done in their past. So many kids cannot comprehend the fact that when something bad, happens it does not mean to automatically run to drugs, alcohol, boyfriends, girlfriends, or worse a gun. The problems of the youth do exist, people tend to push the problems of the youth under a rug, that will not work anymore. Many people believe that the problems of the youth do not concern them, this is a false statement.

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.

Life is believed to be easier for people with higher degrees than for those without higher degrees. Hence, it is the joy of parents to see their children admitted into a higher institution. With the high cost attached to attending a four year university, most students prefer to attend community colleges. Community colleges provide the same quality of education offered by universities for the first two years at a lower cost which help students reduce debts toward getting their higher degree. However, compared to the number of students who started their first year in community colleges, a large percentage dropped out. This is common to both freshly graduated high school students and adults who came back to college to obtain a degree. Students drop out of colleges because of financial issues and the need to take remedial courses. As a result, they have self esteem issues and may remain poor.