High school dropouts in the United States
[3] High school dropouts in the United States are more likely to be unemployed, have low-paying jobs, be incarcerated, have children at early ages and/or become single parents.
[6] This theory examines the mediation effect of poor academic achievement on other factors, such as deviant affiliation, personal deviance, family socialization and structural strains, associated with school dropout.
[6] Essentially, it looks at how poor academic achievement interacts with and affects the relationship between high school dropout and other factors.
Research shows that members of racial and ethnic minority groups drop out at higher rates than white students, as do individuals who have low socioeconomic status, come from a single-parent household, or whose parents did not complete high school.
[8] Students who drop out typically have a history of absenteeism, grade retention and academic trouble and are more disengaged from school life.
[9] The type or structure of a school was found to be irrelevant in a study done by Lee once other factors, such as demographics and size, were accounted for.
Building relationships with anti-social peers was found by Battin-Pearson to be a strong and direct predictor of dropout beyond the influence of poor academic achievement.
[10] This demonstrates that parental support is crucial, as students with good grades and behavior are typically more likely to stay in school.
A study by Battin-Pearson found that these two factors did not contribute significantly to dropout beyond what was explained by poor academic achievement.
One study found that the main reasons students reported for dropping out included uninteresting classes (a lack of engagement with school life and classes), unmotivated (students typically said teachers did not demand enough or were not inspirational), personal reasons (had to get a job, became a parent, had to support or care for a family member), and academic challenges (felt like they could not keep up, felt unprepared for high school, had to repeat a grade, or graduation requirements seemed out of reach).
Zero tolerance policies require school officials to give out harsh and consistent punishments for misbehavior, regardless of the students’ background or circumstances.
[13] Evidence has shown that the inconsistency in discipline does not directly stem from an economic disadvantage or Black students demonstrating significantly higher rates of violence or disorder.
[12] Research continues to document that Black students are often disciplined more harshly for minor and subjective reasons relative to their peers.
From the growing research literature, this inordinate discipline of Black students may stem from a lack of teacher training in class management and preparation of culturally competent practices.
[12] The students' feeling of security from other outside forces may lead to their loss of trust in the school system and ultimately dropping out.
In order to accomplish this, test scores were disaggregated into subgroups to better evaluate if the historically under-served minorities were receiving a good education.
Teachers and administrators utilize grade retention as a strategy to improve test scores and ensure positive ratings.
Walt Disney was an American business magnate, cartoonist, and filmmaker who dropped out of high school at the age of sixteen in hopes of joining the army.
Glen L. Roberts, who dropped out of high school in 10th grade, left the United States after a career of exposing government abuses, renounced his citizenship, and became one of the few former Americans to voluntarily become stateless.
The problems created at an individual level due to the lack of a high school diploma or GED affect society as a whole.
Moretti estimates that by increasing the high school completion rate of males by one percent, the US could save up to $1.4 billion annually in reduced costs from crime.
[4] The U.S. Department of Education identifies four different rates to measure high school dropout and completion in the United States.
