Keeping Our Young Adults in School: It is possible
Staci N. Holt RN
Writing for the Professionals
Dr. Katherine Nelson-Born
May 30, 2011
The purpose of this research paper is to establish that the social, economic, and demographic factors are in direct correlation to the high school dropout rate. Research shows that high schools that identify these three categories’ and implement specific programs can lower their dropout rate. These variables have been identified; therefore, precise programs need to be implemented for the at risk student to obtain a high school diploma. Our greatest defense in a global economy is an educated work force and ...view middle of the document...
, 2008). According to the U.S. Department of Education, the pool of non-graduates will continue to rise unless dramatic improvements take place especially in the state of California. School Board members and Administrators within the JUSD at RHS need to consider a duel action model. The model needs to contain a dropout prevention program as well as a dropout recovery program. Dropout prevention would cover the low performer at risk of dropping out; while the dropout recovery program will reengage the student who has already withdrawn from RHS. With appropriate assistance and support the programs will improve graduation rates. If the Jurupa Unified School District (JUSD) better identified social, economic, and demographic factors and provide tailored intervention programs then they will decrease their dropout rate.
Students in jeopardy of dropping out frequently have substantial personal, family, and social barriers that inhibit the ability to go to school and do well. The students who are at risk for dropping out of high school can be identified using a problem solving approach. They can be placed in a dropout prevention program. These students struggle with the social aspect of staying in school. Various social reasons can be identified such as teen pregnancy and attendance issues. According to the article “Dropout Prevention”, Schools need to accurately identify the specific students who need intervention, and choose interventions that align with an accurate evaluation of the problem (Dynarski et al., 2008, p. 12). For example, schools with lingering attendance problems may be attracted to stronger attendance monitoring; attendance monitoring may be necessary; however, the schools also need to collect information on why students are not attending if they want to successfully address the problem (Dynarski et al., 2008). Students who are tardy or absent from school on a regular basis should be identified and the solution should address the problem. If RHS, used attendance data and tracked these at risk students they might see that chronic tardiness or absenteeism might be due to a new baby and of lack of child care. These students would be placed into a dropout prevention tract, specifically designed to help each individual student and resolve the issue as to why they are tardy or chronically absent. Gender is a good example since there is a definite difference between males and females. Males are more likely to drop out of school at a rate of 55 percent versus females at 45 percent (Patterson, Hale, & Stessman, 2007, 2008). Males tend to drop out because of conflicts arising between teachers, because of excessive suspensions or expulsions, and because of the need to provide financial support for their parent family and for their often newly-created family. For females the number one reason to dropout is due to teen pregnancy, followed by marriage or marital plans (Cortina, 2010). Both males and females are set back by the early creation...