Why Students Drop Out

Autor/in	Azzam, Amy M.
Titel	Why Students Drop Out
Quelle	In: Educational Leadership, 64 (2007) 7, S.91-93 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Federal Government; Experiential Learning; Dropout Prevention; Dropout Programs; Dropout Rate; Dropouts; Dropout Research; Attitude Measures; Student Attitudes; Psychological Patterns; Peer Influence; Academic Failure; Student Motivation; Relevance (Education); Educational Improvement; High Risk Students; Educational Environment; Teacher Student Relationship; Parent School Relationship; Small Classes; Nontraditional Education; State Government + Suchen Sie Ihr Suchwort? Bundesregierung; Experiental learning; Erfahrungsorientiertes Lernen; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Schülerverhalten; Schulische Motivation; Relevance; Relevanz; Teaching improvement; Unterrichtsentwicklung; Problemschüler; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teacher student relationships; Lehrer-Schüler-Beziehung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Non-traditional education; Alternative Erziehung; Bund-Länder-Beziehung
Abstract	A recent study by Civic Enterprises for the Bill and Melinda Gates Foundation examined the views of diverse youth, ages 16-25, who had failed to complete high school. "The Silent Epidemic: Perspectives of High School Dropouts" lists students' reasons for leaving school and suggests actions that schools, states, and the federal government can take. The dropouts in the study identified five major reasons for leaving school. They were bored with school (47 percent); had missed too many days and could not catch up (43 percent); spent time with people who were not interested in school (42 percent); had too much freedom and not enough rules in their lives (38 percent); and were failing (35 percent). Most dropouts blamed themselves--rather than their schools or teachers--for dropping out. Nevertheless, they suggested five actions that schools could take to improve students' chances of completing school: (1) Make school more engaging through real-world, experiential learning; (2) Improve instruction and supports for struggling learners; (3) Improve school climate; (4) Ensure that students have a relationship with at least one adult in the school; and (5) Improve communication between parents and schools. The report suggests a multipronged approach to dealing with the dropout epidemic. Schools and communities should promote experiential learning, smaller learning communities, and alternative schools. States should raise the legal dropout age to 18 and develop data systems that accurately reflect graduation and dropout rates. The federal government should review the Current Population Survey and other data it collects to ensure its accuracy. Finally, the government needs to evaluate dropout prevention programs and help disseminate best practices. (Contains 2 endnotes.) (ERIC).
Anmerkungen	Association for Supervision and Curriculum Development. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10