Running Head: SCHOOL DROPOUTS

School Dropouts 1

A Review of the Literature on School Dropouts

Student Name

Delta State University School Dropouts 2

A Review of the Literature on School Dropouts

With the advent of the No Child Left Behind legislation and “high stakes testing” many educators and administrators have become focused on providing quality education for all children. However, there are still a significant number of young adolescents who fall through the cracks. These students eventually become one more statistic in the niche of school dropouts.

Research has shown that school dropouts are more prone to use drugs, be incarcerated, become unemployed, and suffer depression than those students who complete high school (Aloise-

Young, & Chavez, 2002; Liem, Dillon, & Gore, 2001; Seaman & Yoo, 2001). This paper serves as a review of three research studies on school dropouts and their reasons for leaving school.

Summary of the Research Studies

Aloise-Young and Chavez (2002) conducted a descriptive study on school dropouts and substance abuse. The study examined the impact of substance abuse on the participants’ decision to drop out of school. Seaman and Yoo (2001) conducted another descriptive study that focused on the potential for Even Start Family Literacy programs to decrease school dropout rates. The researchers examined the impact of increased parental involvement in their child’s educational activities and its impact on reducing the school dropout rate. Liem et al. (2001) conducted a causal comparative study that examined the mental health consequences of dropping out of school. It also focused on the extent to which parental support and family background

(single parent households vs. two parent households) play a role in the prediction of mental health outcomes at the onset of high school transition and two years later.

Findings

Aloise-Young and Chavez (2002) found that a student’s ethnicity plays a vital role in their reasons for dropping out of school. For example, more Mexican American adolescents School Dropouts 3 reported dropping out of school for family related reasons. Whereas, non-Hispanic White adolescents reported school related reasons such as a lack of bonding with teachers and peers as their most important reason for leaving school. It is important to note that research has found ethnic minorities to be more likely to become school dropouts (Liem et al., 2001).

Unfortunately, authors differ on the basis of whether school or family related reasons provide a potentially greater influence on a child’s decision to leave school (Seaman & Yoo, 2001).

Students who drop out of school put their mental health at risk, as well. Liem et al.

(2001) found that school dropouts tend to have a greater risk of experiencing depression than school graduates. Aloise-Young and Chavez (2002) found that students who left school because of their peers were more likely to experience substance abuse. These students reported increased exposure to alcohol and marijuana.

Seaman and Yoo (2001) found that Even Start Family Literacy programs have the potential of reducing school dropout rates. These programs could prove beneficial because research has shown that dropouts are more likely to come from single-parent households (Liem et al., 2001). These single parents are also more likely not to have more than a high school education. Therefore, Even Start Family Literacy programs would give parents confidence in their own ability to learn (Seaman & Yoo). Thus, they are more likely to feel confident in helping their children with their educational activities. The study also found that parents are better able to communicate with teachers about their child’s progress. Furthermore, parents who participate in Even Start Literacy programs establish higher expectations for their children in succeeding in school and eventually graduating. Support from family and the increased parental interactions during critical transition periods are crucial to the success of young adolescents School Dropouts 4

(Liem et al., 2001). Young adolescents who experience parental support and positive interactions will also experience more helpful mental health outcomes.

Conclusions and Implications

In order to succeed at reducing the dropout rate of students nationwide, researchers must work toward identifying the main reasons for ethnic minorities leaving school (Seaman & Yoo,

2001). By working closely with school personnel to understand these differences, researchers can help develop and implement programs that seek to help adolescents deal with the issues that cause them to dropout (Aloise-Young & Chavez, 2001). Through the implementation of Even

Start Literacy programs, Seaman and Yoo have found that increased parental support and help providing educational opportunities for both parents and children is making a difference toward reducing the school dropout rate. The implementation of programs and other family resources would also help eliminate the risk of students developing depression, which may affect drop-out rates (Liem et al., 2001).

Evaluation and Insights

Schools must work toward addressing student concerns and reasons for leaving school.

In order to improve the practical significance of implementing programs that address the major reasons dropouts have reported for leaving school, more research should be done on various programs that could be utilized. Also, researchers should broaden the studies to include a wider range of the minority ethnicities.

Summary

The attention shown toward school dropout rates will continue to rise until some level of initiative is taken to eliminate its occurrence. Educators and administrators have not taken into account the reasons students dropout, the ethnic disparities in household backgrounds, and the School Dropouts 5 potential mental health risks associated with school dropouts (Aloise-Young & Chavez, 2002;

Liem et al., 2001; Seaman & Yoo, 2001). School Dropouts 6

References

Aloise-Young, P.A., & Chavez, E.L. (2002). Not all school dropouts are the same:

Ethnic differences in the relation between reason for leaving school and

adolescent substance use. Psychology in the Schools, 39, 539-547.

Retrieved July 8, 2005, from Academic Search Elite database.

Liem, J.H., Dillon, C.O., & Gore, S. (2001). Mental health consequences associated

with dropping out of high school. Boston: University of Massachusetts.

Retrieved July 8, 2005, from ERIC database.

Seaman, D.F., & Yoo, C.Y. (2001). The potential for even start family literacy

programs to reduce school dropouts. Preventing School Failure, 46, 42-46.

Retrieved July 8, 2005, from Academic Search Elite database.