Uganda School Dropouts

School Dropouts of United States and Uganda 1

School Dropouts of United States and Uganda

School Dropouts of United States and Uganda 1
Introduction?
While the nation focuses on whether or not students reach proficiency, there is one group of students for whom these goals fail to apply. These are the students who drop out of school. Most students, especially in high school, leave school with less than two years to complete their education; and while some have experienced significant academic challenges, most are students who have not succeeded in school. Students who drop out face a bleak future. Dropouts
In the report by John M. Bridgeland, Robert Balfanz, Laura A. Moore, Rebecca S. Friant (2010), they discovered that while some students dropped out because of academic challenges, most believed they could have graduated if the right supports from their schools, and parents had been provided (John M. Bridgeland, Robert Balfanz, Laura A. Moore, Rebecca S. Friant, 2010). The leading reason cited by students in the article, for dropping out, was shocking. Dropouts reported not seeing the connection between the classroom learning and their own lives and career dreams. Nearly half said “boredom” and classes not being interesting as top reasons for dropping out. The report says that students longed for better teachers who kept classes interesting and more one-on-one instruction from teachers who knew their names and what their families actually were. The research mentions how students cited low levels of parent engagement in their education, and for those whose parents did engage, it was too late. Students also said that those who lose interest in school were more likely to skip classes, hang out with the wrong crowd, or initiate drug or alcohol use. The report goes on about how teachers agree they must do a better job showing the relevance of classroom learning to career dreams and the
Bridgeland, John J. Dilulio, Ryan T. Streeter, James R. Mason (2008), show that America has parents with high aspirations for their children, a knowledge that children need parents involved in their high school experience, an understanding that today's economy demands more education of their children, and, among a significant portion of them, a dissatisfaction with how schools are educating their children and engaging them as parents. These findings show that regardless of incomes, education, and performance at the school, parents believe that their involvement is central to their child's academic success. Parents share common beliefs about the importance of education today. Parents with less education, lower incomes and children in low-performing schools are most likely to see a rigorous education (Bridgeland, Dilulio, Streeter, and Mason 2008). The reasons for lower levels of parental involvement may be a lack of information or communication from the school, their own lack of knowledge about what is being taught at school, resistance from the school, or the desire to have more contact from the school. The report states that schools should make strong efforts to accommodate the varying needs of parents, whether it involves translating the student handbook to help immigrant parents, offering bus service for parents to attend teacher conferences, or incorporating home visits to parents who do not have telephones or face other impediments