Consequences Of High School Dropout

Through the ages of United States, school dropout rate has been startling. Although. Historically, high school dropout rates have been steadily declining over past decades. 11.2% high school students dropout in 1994 which is 5.8% less in comparison to 17% dropout in 1970 (Debra Marguerite). Nevertheless, according to data in 2009, one- third of high school students nationwide do not successfully achieve a high school diploma and 1.2 million youths drop out each year-which translates into on dropout every 26 seconds (Enelida, 2010). Dropouts come disproportionately from low-income and minority families. Based on previous study, students from low-income families are substantial likely to leave school prematurely than their peers who is from higher-income family. In some communities, Africa American and Latino made up to 50% of the total dropout number.

In fact, in 1970, 17% dropout rate did not constitute a social problem. It was relatively easier for those who dropout to seek adequate paid employment. In today’s social context, the consequences of leaving school without a diploma are more costly (Marguerite). Due to technology advancement, traditional goods-producing economy has transformed to a more service orientated economy. As the result, labor market for blue collar occupations has been shrinking in recent years. Based on Census 2000 data, a suburb of southeast Los Angeles County, California, where dropout rate was nearly 50%, 28% of its inhabitants are impoverished, which is twice the state average of 14%. Even before the financial crisis, nearly half of dropouts were unable to seek paid employment during an entire year. In additional to financial difficulties, high school dropouts are trend to become involved with justice ...

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...t dropouts used to describe school life. The school was located in major drug-traffic area of a low income community which is literally one step away for those youth to go on street, engage gang activity and use drug.

None of the teachers at Rosa Parks School were a part of the community in which they taught (Ferguson). The sad, shock stories school adults told were based on prejudiced judgment associated with children’s behavior at school, children’s failure as largely the consequence of their attitudes and behaviors as well as those of their families (Ferguson). Families of at-risk children are asserted as lack parental skills; they do not give their children the kind of support that would build “self-esteem” necessary for school achievement (Ferguson). Faculty should communicate and spend quality time with parents; it helps both sides to understand.