Minimizing High School Dropouts: Social Perspective
MINIMIZING HIGH SCHOOL DROPOUTS: SOCIAL PERSPECTIVE
The purpose of this research paper was to record and analyze students’ experiences with dropping out of high school within a social perspective. Discussing the stories of high school dropouts provided valuable information related to the root causes of dropout behaviors in a social influence context. This information could be used to develop programs designed to increase social influence in schools, families, and communities, which can contribute to a decrease in dropout behaviors.
High school dropouts are at a new record high in society today, it has been recorded that every second there is a high school student dropping out equaling close to 1000 students a month throughout the USA. What grade should be observed the most to avoid high dropout rates? Who does the high school dropout crisis affect the most? These are just some of the questions we as parents, teachers, administrators, government officials, etc need to really ask ourselves. Because this social problem is only going to keep growing if we as a nation do not start taking the proper steps to improve our school systems and communities.
Graduation rates are one of the most troubling concerns, especially in the ninth grade. Meanwhile, the federal government has invested millions of dollars in researching at risk drop out students, which estimated in 2001 to over half a million students leaving before graduation. Unfortunately, this increase in the dropout rate has occurred at a time when there seems such a large emphasis on getting a college degree, much less a high school diploma and being able to compete in a global world (Neild, Balfanz, & Herzog, 2007). The ninth grade students accumulate the highest behavioral issues as well as poor grades, because it is the first time for many students having to earn passing grades in their core courses or even be responsible for their own actions.
Researchers have started their target area with the ninth
The purpose of this research paper was to record and analyze students’ experiences with dropping out of high school within a social perspective. Discussing the stories of high school dropouts provided valuable information related to the root causes of dropout behaviors in a social influence context. This information could be used to develop programs designed to increase social influence in schools, families, and communities, which can contribute to a decrease in dropout behaviors.
High school dropouts are at a new record high in society today, it has been recorded that every second there is a high school student dropping out equaling close to 1000 students a month throughout the USA. What grade should be observed the most to avoid high dropout rates? Who does the high school dropout crisis affect the most? These are just some of the questions we as parents, teachers, administrators, government officials, etc need to really ask ourselves. Because this social problem is only going to keep growing if we as a nation do not start taking the proper steps to improve our school systems and communities.
Graduation rates are one of the most troubling concerns, especially in the ninth grade. Meanwhile, the federal government has invested millions of dollars in researching at risk drop out students, which estimated in 2001 to over half a million students leaving before graduation. Unfortunately, this increase in the dropout rate has occurred at a time when there seems such a large emphasis on getting a college degree, much less a high school diploma and being able to compete in a global world (Neild, Balfanz, & Herzog, 2007). The ninth grade students accumulate the highest behavioral issues as well as poor grades, because it is the first time for many students having to earn passing grades in their core courses or even be responsible for their own actions.
Researchers have started their target area with the ninth
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