The International Observatory on Academic Achievement - Documentary search

File number :
POEE-DSC-02e

Bibliographic reference :
Bhanpuri, H., & Reynolds, G. M. (2003). Understanding and Addressing the Issue of the High School Dropout Age. [En ligne].
< http://www.ncrel.org/ >
Consulté le 06 avril 2006

Abstract :

The North Central Regional Educational Laboratory (NCREL) is one of the ten research laboratories funded by the American Department of Education. Its mission is to offer adequate resources based on reliable research to educational players in the following states: Illinois, Indiana, Iowa, Michigan, Minnesota, Ohio and Wisconsin.

In February 2003, the NCREL conducted an analysis of high school dropout age in the above states in order to study opportunities and challenges that could arise from the decision to increase compulsory attendance age from 16 to 18 years of age, as other states had done.

After providing an account of high school dropout, the report presents the definition of dropout developed by the National Center for Education Statistics (NCES) in three categories and examines how dropout rates are calculated in most states. The report also provides examples of how a few states successfully increased the number of compulsory attendance years. It then concludes by providing avenues to explore to prevent increase in school dropout.

Situation Status
Between 1990 and 2000, dropout rates in the United States varied slightly (from 10.9% to 12.5%). It was observed that dropout rates varied based on ethnic group and socioeconomic status. Dropouts had fewer opportunities for employment and more economic difficulties than those who completed high school. They also had more health problems, were often engaged in criminal activities and were more dependent on welfare and other government-related programs than high school graduates.

School Dropout Rate Calculation
The method for calculating dropout rates varies across studies, because it can consider different age groups, data and definitions of dropout. This can lead to some confusion in the interpretation of data. The National Center for Education Statistics (NCES) has drawn up a typology for calculating dropout rates: 1) the Event dropout rate refers to calculating the dropout rate of students of a given age for a given year who have not completed their school year; 2) the Status dropout rate refers to calculating the dropout rate of students between 16 to 24 years of age who quit school without a diploma; 3) the Cohort dropout rate measures the dropout rate of a cohort of students over a given period.

Extension of Compulsory School Attendance
Graduation rates in the United States have not increased significantly in the past thirty years. One of the strategies adopted by six states, including New Mexico, Connecticut, Louisiana, New York, Texas and Vermont, as an attempt to reduce school dropout rates, was to introduce compulsory school attendance until 18 years of age in order to enable students to take advantage of school resources longer.

Some states having applied this measure reported a decrease in their dropout rates. In 2000, three states having increased compulsory school attendance to age 18 had school dropout proportions fluctuating between 5 and 8% (Minnesota, 5%; Wisconsin, 7% and Ohio, 8%). Texas also reported positive outcomes.

However, this measure has been criticized as much by students as by parents and members of the community. One of the arguments most often put forward is that students who drop out do so because they do not feel comfortable in school and that it is useless to force them to stay.

Avenues to Explore to Reduce Dropout Rates
Since school dropout is a complex problem that stems from several sources, actions undertaken to offset this phenomenon should be part of a comprehensive action plan.

- The struggle to reduce dropout rates requires the active participation and joint effort of schools, school boards, communities, parents and governments.

- Studies have shown that truancy leads to dropping out; thus, it is imperative to implement truancy prevention programs.

- Poor academic achievement is one of the best indicators of dropping out. The time students spend in class should be as useful as possible to them and it should be ensured that they receive all the support they need.

- Teachers and educators should be better trained to deal with the dropout problem and school organization should be restructured to encourage students to become more involved.

- Developing alternative programs constitutes an interesting option. For instance, home schooling enables students to catch up while being provided with teaching adapted to their individual situations in the hope that they will reintegrate into traditional classes afterwards.

- As discrepancies in student performances show up quite early in their educational paths, systems for screening students at risk of dropping out should be developed.

- Parents should be more involved in the academic achievement of their children. They should encourage children and not foster a negative image of school.

Links :
http://www.ncrel.org/

Key Words :
Compulsory School Attendance, Socioeconomic Status, Ethnicity, Minority, Truancy, Partnership, Parents, Community, Dropout Rates, Secondary/High School, Newsletter1

Monitored Countries :
United States