Risk Factors and Levels of Risk for High School Dropouts

The study in this article identifies three major risk categories of high school dropouts and evaluates the impact of possible prevention strategies. As students accumulate these risks, they became more likely to drop out and prevention programs become less effective. Additionally, it was found that factors influencing the decision to drop out vary for different sources of risk, and thus there should be a range of prevention strategies offered to accommodate for this variance.

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Risk Factors and Levels of Risk for High School Dropouts

Professional School Counseling ◽

10.5330/prsc.10.3.w26024vvw6541gv7 ◽

2007 ◽

Vol 10 (3) ◽

pp. 297-306 ◽

Cited By ~ 61

Author(s):

Suhyun Suh ◽

Jingyo Suh

Keyword(s):

Risk Factors ◽

High School ◽

High School Dropouts ◽

School Dropouts

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Routes and Reasons Out, Paths Back

Youth & Society ◽

10.1177/0044118x14522078 ◽

2016 ◽

Vol 49 (1) ◽

pp. 46-71 ◽

Cited By ~ 13

Author(s):

Rebecca L. Boylan ◽

Linda Renzulli

Keyword(s):

High School ◽

General Education ◽

High School Dropouts ◽

Drop Out ◽

School Dropouts ◽

General Education Development ◽

Education Development ◽

Ged Credential ◽

School Influence ◽

Out Of School

Dropout is a major issue facing our country’s schools; however, many students who drop out of school later go on to finish their degree either by returning to high school or by earning a General Education Development (GED) credential. Despite this, there has been relatively little research on these students who “stopout” of high school. Drawing on a sample of high school dropouts, we build on research conceptualizing dropouts as having been “pushed” or “pulled” out of school by examining how routes out of school influence the process of return. Our analysis reveals that being either pushed or pulled has little differential impact on the reengagement process. But, particular reasons within the categories have strong effects on keeping students out of school and on the pathways that they take if they return. Implications are suggested for both school practice and for how researchers should best conceptualize dropouts.

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Dropout Prevention

Encyclopedia of E-Leadership, Counseling and Training ◽

10.4018/978-1-61350-068-2.ch034 ◽

2012 ◽

pp. 468-478

Author(s):

Tonya Balch

Keyword(s):

High School ◽

Positive Impact ◽

High School Dropouts ◽

Dropout Rate ◽

Drop Out ◽

Mentoring Programs ◽

Dropping Out ◽

School Dropouts ◽

College And Career ◽

Key Indicators

The high incidence and prevalence of high school dropouts is not a new problem and may be viewed as an issue that has been researched time and time again with no clear next-step solutions. Indeed there does not seem to be a single key to solve the problem of students dropping out but, there are ways to help mitigate the factors that lead students to drop out of school. This chapter will provide research based indicators for identifying students at-risk for dropping out and present a myriad of approaches to reduce the dropout rate. While no one approach will likely yield large improvements, multiple approaches thought of in systemic terms can have a positive impact. Mentoring has been proven as an effective tool if implemented appropriately. Key indicators from highly effective mentoring programs are closeness of the mentor-mentee relationship, mentor characteristics, consistency of interaction, duration of mentoring, and contextual variables relative to the mentee’s social world. The ultimate goal is to improve the high school graduation rate and ensure students are college and career ready.

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Why Do We Drop Out? Typology of Dropping Out of High School

Youth & Society ◽

10.1177/0044118x20918435 ◽

2020 ◽

pp. 0044118X2091843

Author(s):

Jelena Ogresta ◽

Ines Rezo ◽

Petra Kožljan ◽

Marie-Hélène Paré ◽

Marina Ajduković

Keyword(s):

High School ◽

Stressful Life Events ◽

Qualitative Content Analysis ◽

High School Dropouts ◽

High School Dropout ◽

School Dropout ◽

Drop Out ◽

Structured Interviews ◽

School Dropouts ◽

And Cluster Analysis

We assessed how high school dropouts in Croatia interpret their school experiences and life circumstances, using semi-structured interviews of 20 young people, M ( SD) = 18.4 (1.23) years, 63.6% male, based on questions following a chronological life course from elementary to high school. Using qualitative content analysis and cluster analysis, we yielded a typology of high school dropouts. Four high school dropout types were identified based on the factors leading to dropout: (a) the poor academic achievers, (b) the quiet dropouts, (c) the maladjusted dropouts, and (d) the stressed dropouts. Our findings confirm the previously reported role of poor academic achievement and externalizing problems in high school dropout and additionally highlight the importance of internalizing problems and highly stressful life events for dropout risk.

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Career Counselling at the Middle School Level: A Case Study

Teaching and Learning ◽

10.26522/tl.v2i3.81 ◽

2005 ◽

Vol 2 (3) ◽

Author(s):

Harry L . Legum

Keyword(s):

United States ◽

High School ◽

High School Students ◽

High School Dropouts ◽

Drop Out ◽

School Level ◽

United States Department ◽

School Dropouts ◽

School Students ◽

The World

Among the national standards stressed by The American School Counselor Association (1997) is the academic and career development among all students. In other words, it is essential that students understand the connection between academics to the world of work. Although 18 percent of Canada's high school students drop out of school (Canadian Centre for Adolescent Research, 2000), current data indicate that 9.4 percent of American high school students drop out of school (United States Department of Commerce, 2003). Since the unemployment rate of high school dropouts in Canada is 55 percent (Little, 2003) and 18 percent in the United States (United States Department of Commerce), it is necessary for students, especially at the middle school level, to understand the relevance of learning to their future career choice. These high school dropouts are confronted with barriers preventing them from succeeding in the world of work. Thus, at-risk students must develop skills that will adequately prepare them for career options and make them more desirable to future employers (Legum & Hoare, 2004).

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