The effect of high school dropout on the students in Mogadishu at Imamu-shafie
Researchers:-
Isse ibra & Zakaria ilmi
Table of
Contents.
1 CHAPTER ONE INTRODUCTION
The United States Department of Education's measurement
of the status dropout rate is
the percentage of 16 to 24-year-olds who are not enrolled in school and have
not earned a high school credential. (NCES, 2011) This rate is
different from the event dropout rate and related measures of the status
completion and average freshman completion rates. (NCES, 2009) The status high
school dropout rate in 2009 was 8.1%. (NCES, 2011) There are many
risk factors for high school dropouts. These can be categorized into social and
academic risk factors. Members of racial drop out
at higher rates than White students, as do those from low-income families, from
single-parent households, mentally disabled students, and from families in
which one or both parents also did not complete high school. (Lee, 2003) Students at
risk for dropout based on academic risk factors are those who often have a
history of absenteeism and grade
retention, academic trouble, and more general disengagement from school life. (Lee, 2003) High school dropouts
in the U.S. are more likely to be unemployed, have low-paying
jobs, be incarcerated, have children at early ages and/or
become single parents. (Sum, 2009)
Research has shown that poor academic
achievement is one of the strongest predictors of high school dropout. (Battin-Pearson, 2000) This theory
examines the mediation effect of poor academic
achievement on other factors, such as deviant affiliation, personal deviance,
family socialization and structural strains, associated with school dropout. (Battin-Pearson, 2000) Essentially, it looks
at how poor academic achievement interacts with and affects the relationship
between high school dropout and other factors. The model for this theory was
shown to statistically fit at an acceptable degree. (Battin-Pearson, 2000)
This theory looks at the relationship
between deviant behavior and dropout. Deviant behavior includes delinquency,
drug use, and early pregnancy. (Battin-Pearson, 2000) There is a very
strong relationship as general deviance is a strong direct predictor of dropout
beyond the effect mediated by poor academic achievement. (Battin-Pearson, 2000)
The relationship described in this
theory is one between an individual bonding with antisocial peers and its
effect on dropout rates. (Battin-Pearson, 2000) Students
receive the classification of antisocial if they are likely to drop out
themselves and/or have low school attachment. (Battin-Pearson, 2000) If an individual has
antisocial friends, he/she is much more likely to drop out of school regardless
of how well he/she is doing in school. (Battin-Pearson, 2000)
The institution of family appears to
very formative for a developing child. As such, this theory examines the
relationship between family background and dropout rates. (Battin-Pearson, 2000) The
relationship is not particularly strong, past academic achievement has much
more of an influence than poor family socialization. (Battin-Pearson, 2000) Factors of poor
family socialization include low parental expectations and a parent's lack of
education. (Battin-Pearson, 2000)
This theory focuses on the relationship
between demographic factors, such as socioeconomic status, gender and
ethnicity, and dropout (Battin-Pearson, 2000) Boys are much
more likely to drop out than girls and dropouts are most likely from a family
with a low socioeconomic status. (Battin-Pearson, 2000) There has been
contention over the influence of ethnicity on dropout rates. (Battin-Pearson, 2000) However, it is
clear that it does have some influence. Low socioeconomic status is a
significant predictor of dropout beyond poor academic achievement. (Battin-Pearson, 2000) Ethnicity and
gender had no significance beyond their influence on academic achievement. (Battin-Pearson, 2000)
Social risk factors are demographic
variables that are associated with a higher likelihood of school difficulties
and, consequently, higher dropout rates. (Lee, 2003) These
demographic factors include race/ethnicity, age,
language-minority status, gender, family income (socioeconomic status),
parents' level of education and family structure. Research shows that members
of racial and ethnicity minority groups drop out at higher rates than white
students, as do individuals who have a low socioeconomic status, come from a
single-parent household or whose parents did not complete high school. (Lee, 2003) In 2010 the
dropout rates of 16- through 24-year-olds who are not enrolled in school and
have not earned a high school credential were: 5.1% for white students, 8% for
black students, 15.1% for Hispanic students, and 4.2% for Asian students. (National Center for Education Statistics.
"Dropout rates".)
Academic risk factors refer to the
students' performance in school and are highly related to school level
problems. These factors include absenteeism, grade retention, special education
placement, low performance and grades, and low educational expectations. (Lee, 2003) Poor academic
achievement has a very strong relationship with increased likelihood of
dropping out. (Battin-Pearson, 2000) Grade retention
can increase the odds of dropping out by as much as 250 percent above those of
similar students who were not retained. (McNeil, 2008) Students who
drop out typically have a history of absenteeism, grade retention and academic
trouble and are more disengaged from school life. (Lee, 2003)
School structure, curriculum and size
are factors influential to increased likelihood of a student experiencing
academic risk factors. (Lee, 2003) The school
curriculum has been found to affect the likelihood of a student to drop out
regardless of which courses the individual was taking. Students who attended
schools that offered Calculus or fewer courses below the level of Algebra 1 had
a reduced risk of dropping out of school by 56%. (Lee, 2003)
School size has a very strong
non-linear correlation with dropout rate. A study done by Werblow found that
increases in school size can be "associated with a 12% increase in average
student dropout rate". (Werblow, 2009) However, once a
school becomes very large, its size seems to hardly affect dropout rates except
for its effect on other factors. (Lee, 2003) Large schools,
enrolling between 1,500 and 2,500 students, were found to have the largest
proportion of students who dropped out, 12%. (Lee, 2003) Small schools have
the lowest dropout rate. (Werblow, 2009)
The type or structure of a school was
found to be irrelevant in a study done by Lee once other factors, such as
demographics and size, were accounted for. (Lee, 2003) The only way
school structure affected dropout rates was through teacher-student
relationships. Students who attended schools with more positive student-teacher
interaction were less likely to drop out. (Lee, 2003) The effect of
this relationship was largely determined by the type of school. In small or
medium-sized public or Catholic schools, 'positive student-teacher relations
led to an 86% decrease in the odds of dropping out". (Lee, 2003) However,
student-teacher relations did not significantly affect small or medium private
schools. (Lee, 2003)
As mentioned above, teacher-student
interactions can have a large influence on the likelihood of a student dropping
out of high school. The better the relationships between students and teachers,
the less likely the student is to drop out of school. (Lee, 2003) However, if a
teacher identifies a student as on track and having a positive attitude towards
school, but does not necessarily have personal interaction with the student,
that student has a higher chance of dropping out. (Englund, 2008)
In Somalia students in some selected
schools and seems to be the students drop out
In Somalia students in some selected
schools and seems to be the students drop out
Financial problems is a cause that students drop out of college. Student’s quit college because of many
reasons and causes. Some
of them are regulating the balance between work and study, unexpected personal
problems and financial problems. ... However, most of the causes of dropping
out of college are students'
decisions.
Some selected
administrators are poor to
management and the relationship to the students
Some of the cause high school dropout are
financial, less security, hard curriculum, lack of transportation and etc.
That is why they selected this topic scored to do research and make effort to find the solution.
To prevent all of that problem and they will
achieve their goals they clarify the high school dropout in the city * lack of
money * lack of security * un-fair administrator * poor management * lack of
motivations * lazy students * students migration to the abroad
The
study will intended to assess motivational factors on students’ performance in
schools.
1.4.2.
Specific objectives
The study was
guided by the following specific objectives:-
I.
To determine the effect of low rate on
the students in Mogadishu at Ablaal and ibnu khuzaymah
II.
To determine the effect increases
criminals on the students in Mogadishu at Ablaal and ibnu khuzaymah
III.
To determine the effect of dis-moral on
the students in Mogadishu at Ablaal and ibnu khuzaymah
1.5.
Research equations
What the effect of low rate on the
students in Mogadishu at Ablaal and ibnu khuzaymah?
What the effect increases criminals on
the students in Mogadishu at Ablaal and ibnu khuzaymah?
What the effect of dis-moral on the
students in Mogadishu at Ablaal and ibnu khuzaymah?
Geographically
the study was conducted at some selected schools in Mogadishu District Somalia.
On-line literature was sourced from the internet. Literature
available in hard copy
Format was
accessed from varying HU Main Library and other public libraries, and Old
Newspapers.
The study look at SOME SELECTED SCHOOLS
as Ablaal and Ibnu-khuzaymah school
The study time since 2019/1/1 to 2019/7/1. Any-changes in the
factors of motivation especially motivation course and other financial reduce and
the subsequent performance changes
Were noted from which the
conclusions were drawn. This time has been selected to give a reasonable and
manageable time frame.
The study will be useful to: -
ü
Administrators
at some selected schools to get more insight into how motivation affects its
students of various calibers.
ü
SOME
SELECTED SCHOOLS students as they will become sensitized on the role of
motivation in promoting performance and will improve their learning in the in
the study place.
ü
Policy
learners, at national and organizational levels to develop a policy for
training programs that address student motivation and performance.
ü
Implementers
and other stakeholders of government and non-government agencies to appreciate
the relationship between motivation and performance.
ü
The
researcher to meet partial fulfillment for the academic requirements for the
award of the high school.
ü
Serve as
future reference for further research, either in the same field or related
subject areas.
ü
Enhance the
researcher’s interactive skills and data collection, analysis and report
writing skills.
1.
If you describe someone as a dropout,
you disapprove of
the factthat they have
rejected the accepted ways of society, for example, by not having
a regular job....long-haired,
dope-smoking dropouts.
2.
A dropout is someone who has
left school or college before they have finished their studies....high-school dropouts.
3.
If you refer to
the dropout rate, you are
referring to the number of people who leave a school or college early, or leave
a course or other activity before they have finished it.
7.
a momentary loss of signal in
a magnetic recording medium as a
result of an imperfection in its
magnetic coating verb drop
out (intr, adverb; often foll by of)
Independent
Variable Dependent
variable 
 |
2 CHAPTER TWO LITERATURE VIEW
This aim of this
section is to present literature relevant to this research and to provide
conceptual framework. The chapter begins with a review of definition & The
effect of high school dropout on the students in Mogadishu at Ablaal and Ibnu
khuzaymah.
The cause of a
student dropping out is often termed as the antecedent of dropout because it
refers to the pivotal event which leads to dropout. This event, however, is the
culmination of a much longer process of leaving school that began long before
the date that a student actually discontinues attendance. Historic scholarship
on school dropout spans from as early as a 1927 monograph that labeled it “school
leaving” and associated those at risk with possible mental inferiority (Fuller,
1927, p. 1). At the same time, previous research has explained dropout causes
and even cataloged dropout scholarship from the ensuing decades in terms of
content and empirical merit (Dorn, 1993; Rumberger & Lim, 2008; Short &
Fitzsimmons, 2007). However, never before have reports of students who dropped
out been compared from all the available nationally representative dropout
studies and then analyzed. What follows will describe seven nationally
representative studies on school dropout and their findings. Also, these
studies will be analyzed using the framework of push, pull, and falling out
factors, as set forth by Jordan, Lara, and McPartland (1994) and Watt and
Roessingh (1994), to determine which types of factors were most prominent. The
discussion section will posit potential reasons for predominant types of
factors, and the implications this has on dropout scholarship in the past,
present, and future.
Many
researchers base their studies on certain theories, these theories act as
guides of the particular studies, and should not be taken directly as the
truth; we need to be critical to them so that we may have some balanced view of
issues (Kothari, 2002). According to Aubarch and Silverstain (2003) theoretical
framework is the set of beliefs about psychological and social process with
which the researcher approaches the study. Theoretical frame work determines
the researcher’s bias. The study is guided by the dependency theory which
describes the historical conditions that shapes a certain structure of the
world economy such that it favors some countries to detriment of other’s
(Ferraro, 1996). This also limits the development possibilities of the
subordinate economies. The economy of a certain group of countries is
conditioned by the development and expansion of another economy to which their
own is subjected . The theory was introduced under the director of the United
Nations Economic Commission for Latin America. Ferraro (1996) assert that this
concept of dependency theory was introduced through United Nations to technical
assistance to Latin American countries. Dependency theory is related to
historical era, but now has a wider application in the world (Makori , 2011).
Mamdan (1996) 12 comments that with regard to developing countries’ politics,
dependency theory has to be defined from colonial legacy as one to be blamed
for developing countries economy stagnation . Brock-utne and Philipson (2000)
have seen the dependency of the developing countries as affecting people’s
lives because it is concerned with the economic ways of living. The dependency
of African countries is perpetuated in the continent through the use of loans
and other donors support, because of dependency on donors support a country
such as Tanzania does not fully utilize its local resources for developing
schools. It is therefore assumed that Tanzania fails to achieve economic
education for all because of its economic dependency. Dependency theory is
selected in this study because education development of most third world
countries depend much on community contributions , fees and donor support . The
economic situation of Tanzania is not strong enough to run the education and
other social services, therefore the countries depends on fund contributions,
cost sharing and donations from agencies. This means that education development
which is the tool for fighting poverty become difficult to archive if the above
mentioned contributors are not willing to support education. This theory is
suitable for this study because the study examine factors which contribute to
student dropout in rular community secondary schools. Due to the fact that
Tanzania government depends much on contributions from parents and the
community to develop those schools, when the parents and the community fail to
contribute, then the school remain in a bad situation of shortage of
classrooms, houses for teachers , textbooks and other teaching and learning
materials. This theory is important in looking for factors that defines student
dropout in rural community secondary schools because poverty is among causes
that lead to student dropout, and the provision of education in Tanzania at
large depends on parent’s contributions. Because the parents are poor they fail
to contribute school fees , to buy school uniforms and learning
13 materials, that become predictor for other factors such as early pregnancy at school, truancy, early marriage among others that lead to decision for student dropout. in additional McGregor et al, cited in Galabawa(2001) support the idea that Students should be given all necessary and essential needs for school including shelter (hostel) to avoid walking long distances and hence reduce dropouts. This study use dependency theory due to the fact that Tanzania depend on donors that lead to less utilization of the local resources for the betterment of school environment, basic structures, including building like classrooms, laboratory, toilets staff quarters and furniture’s. Therefore theory is purposely selected because it has the close relationship with the current study.
13 materials, that become predictor for other factors such as early pregnancy at school, truancy, early marriage among others that lead to decision for student dropout. in additional McGregor et al, cited in Galabawa(2001) support the idea that Students should be given all necessary and essential needs for school including shelter (hostel) to avoid walking long distances and hence reduce dropouts. This study use dependency theory due to the fact that Tanzania depend on donors that lead to less utilization of the local resources for the betterment of school environment, basic structures, including building like classrooms, laboratory, toilets staff quarters and furniture’s. Therefore theory is purposely selected because it has the close relationship with the current study.
Failure to complete high school has been recognized as a
social problem in the United States for decades and, as discussed below, the
individual and social costs of dropping out are considerable. Social
scientists, policy makers, journalists, and the public have pondered questions
about why students drop out, how many drop out, what happens to dropouts, and
how young people might be kept from dropping out. Currently, many voices are
arguing about the effects of standards-based reforms and graduation tests on
students' decisions to drop out and about which dropout counts are correct. A
significant body of research has examined questions about dropouts, and this
section of the report provides an overview of current knowledge about these
young people. We begin with a look at the history of school completion.
Students whose families
provide higher levels of educational support for learning were less likely
to drop out. Increased levels of stress and the presence of stressors
(e.g., financial difficulty, health problems, and early parenthood) were
associated with increased rates of dropout.
In
the global perspective, it is an incontestable fact that the progress of a
nation is highly dependent on the education of their citizens. It is widely
acknowledged that education is the most important factors contributing to
poverty alleviation. Education plays
a central role and has a cross cutting impact on all aspects of human life. It
is a vital investment for human and economic development. Dropping out is
defined by National Center for Education Statistics as
leaving school without completing a high school education or equivalent
credential such as a General Educational Development (GED) certificate. Quality
education can play dynamic role in productivity, social and economic growth of
a country. In developing countries less attention is paid to improve quality of
education and provision of education to people belongs to any class. In this
regard, a UNESCO report (2000) on the state of the world’s children, points
out, that about one thirty million children in the
developing world denied their right to education through Dropping out. In China
dropout rate in rural schools is about 40 percent and the reason of dropout is
that students are unhappy with their studies (Jingrong L, (2004)) . In Asia situation
is not different from other developing countries. A study in India researcher
found the reasons of students’ school dropouts, In India due to financial
problems and expenses dropout rate is high. So students drop out their school
to fulfill their financial needs (Rani UR , (2011)) . So students’
dropout their school to fulfill their financial needs.
Another reason of students’ dropouts is that some parents are not interested in
education for their children. Dropout rate in Bangladesh is also high as in
other developing countries. According to Bangladesh News.Com the year 2005 to
2006, 1.7 million students were enrolled in secondary education level but about
0.7 million students’ dropout without completing their secondary education and
higher secondary education examination in 2007. At university level dropout
rate is not different from secondary and higher secondary level. ASA University
of Bangladesh start working in 2007 and number of enrolled students was larger
than other private universities of Bangladesh. If there is less contribution of
parents’ interest for their Childs’ education then there are greater possibilities
of student dropout (Jeynes WH , (2007)) . Students’ dropouts
were lower in such schools that offered second shift program (Chuard D, Mingat A , (1996)
) .
In European Union students drop out due to their weak financial position before
completing their higher education course. A study on USA identified that many
student dropout their school because students found their classes boring,
absence from school for long time and unable to manage their work, consuming
time with those who are not interested in study, unnecessary freedom to do
everything and failure in class were the main reasons for which student left
their school during their education (Bridgeland JM, Dilulio JJ, Morison
KB , (2006)) , (Agbenyega J, Klibthong S , (2013)) Substandard primary
education system, deficiency of training in teaching staff, and parent teacher
relationship are the major reasons of dropouts in Pakistan (Mohsin AO, Aslam M, Bashir F
, (2004)) .
Researcher stated that in Pakistan twenty seven million children does not
entered in any school and seven million does not get primary education (Haq R, (2013)) . The UNDP Millennium
Development Goals report states that Pakistan will not be able to achieve its
education goals until 2015. Approximately 50% of enrolled children drop out
before completing primary education. In 1977 study shown that 79% of dropouts
are from low-income families (Staff Writer , (2007)) . Pakistan has high
dropout rate, large number of students stop going to school without completing
their degree and the causes of dropout are corporal punishment, and this
physical punishment is considered a beneficial method to make their students
obedient. According to the Society for the
Protection of the Rights of the Child (SPARC) Islamabad, a local (NGO)
advocating the rights of children, 35,000 high school pupils in Pakistan dropout
of the education system each year due to corporal punishment. In South Asian
countries Pakistan ranked on top of list, where only 10% of population
terminating their 12 years of schooling (Khan AA , (2008)) . In Pakistan only 2%
of budget is dedicated to education sector. This situation is not satisfactory
for education system of a country. “Dropping out, with its many
implications, remains a common term to use in describing the failure of schools
and their students” (Dorn S , (1993)) . Studies suggest
that there is need for research in the area of student dropout that how does it
affects the economic conditions of a country. Researchers also argue on
conducting a study on comparative analysis of dropout rate in different
countries. Researchers argue on conducting research on a larger scale to find
out the causes of dropout and their effect on economic conditions (Zarif T, Haider K, Ahmed AA,
Bano F , (2014)) .
Student’s dropout is a serious issue for any country.
Students Drop out means discontinuing schooling for financial and practical
reasons and disappointment with their social system and examination results.
Generally, dropping out states the situation when student departure school
before the completion of their graduation degree and does not join any
university. It is not necessary that student always dropped out, sometime
students’ stop attending their school by discharging registration. Student
dropout means leaving school without completing their basic early education and
secondary education. Student dropout problem is faced by all developed and
developing countries of the world. In developing countries dropout rate are
remarkably high, even for the basic school going children (Martins G, Oswald AS,
Comassetto SH, Kieling JO, Goncalves C, et al. , (2006)) . Large numbers of
children complete their high school education in many developed countries, but
in United States more than one million students drop out each year. Seven
thousand students in USA left their school in a day.
Financially weak students have high possibility to dropout
.Poor attendance was major reason of students’ dropout without completion (Roderick M , (1993)) . Researcher also
found that those students also dropout whose parents do not interested in their
study (Smith WK , (1998)) . Researcher studied
that students dropouts when they depressed by their poor are depressed by their
poor academic performance (Lanham J , (1999)) . Study explores the
relationship of students’ dropouts with social, institutional, economic and
personal aspects. Findings of previous research shows that there are many
socio-economic factors such as high cost of institutes, parents are not
interested to educate their children instead they want their children to work
and earn, early marriage, security problems that caused the drop out of
students from polytechnic institutes (Mamun AA, Mahbub H, Amin R ,
(2012)) .
Education is vital for economic development. According to
Vision 2030, “Education is key component of economic growth because it has
directly influence on entrepreneurship, productivity growth and then increases
employment opportunities and women empowerment. Education helps in making
potential youth for the enhancement of ability, creativity and systematically
skills to contest with the fast changing Global inclination. Students drop outs
reduces literacy rate of country and non-innovative environment.
The Relationship between Dropout
Prevention and Transition for Secondary School Students with Mild Disabilities,
are reported in this
monograph. This consensus-building study was conducted on a national level and
included participants who are professional leaders in the fields of transition, special education, and dropout prevention.
monograph. This consensus-building study was conducted on a national level and
included participants who are professional leaders in the fields of transition, special education, and dropout prevention.
The purpose of this study was to
establish a consensus among experts in the fields of transition, special
education, and dropout prevention regarding the relationship between
dropout prevention and transition practices for youths and adults with mild disabilities. The results of this study allow conclusions to be drawn concerning the appropriateness of
applying identified effective transition practices for students with mild disabilities to decrease the numbers of these students who drop out.
dropout prevention and transition practices for youths and adults with mild disabilities. The results of this study allow conclusions to be drawn concerning the appropriateness of
applying identified effective transition practices for students with mild disabilities to decrease the numbers of these students who drop out.
these practices were then merged
into one list and organized into four domains: Organization, Programming,
Personnel, and Social. The domains are
representative of the previously mentioned four areas common to effective programs for students at risk of dropping out (Wehlage, 1983). Finally, possible models of the relationship between transition and dropout prevention for students with special needs were proposed.
representative of the previously mentioned four areas common to effective programs for students at risk of dropping out (Wehlage, 1983). Finally, possible models of the relationship between transition and dropout prevention for students with special needs were proposed.
The
overall prevalence of dropout has decreased over the years; however dropout
continues to remain a significant issue in this country. According to the
National Center for Education, approximately 3.3 million of 16- through 24-year-olds
have not earned a high school diploma or its equivalent (Cataldi, Laird, &
KewalRamani, 2009). The federal report, “Left Behind in America: The Nation’s
Drop Out Crisis” documents that Whites drop out of high school at a 12.2% rate,
whereas Blacks drop out of school at a 21% rate (Kantrowitz, 2009).
Additionally, Black male students have little more than a 47% chance of
graduating high school (Schott Foundation, 2010). This staggering dropout
rate in the United States has serious individual and societal effects,
predominantly for Black students.
The
individual and societal effects of high school dropout can be
devastating. Dropouts suffer from reduced earnings and lost
opportunities; there are also significant social and economic costs to the rest
of the nation. Studies that examine the effects of dropping out of high
school (e.g., Barton, 2005; Center on Education Policy and American Youth
Policy Forum, 2001) show that students who fail to obtain a high school diploma
earn considerably less income over their lifetime and have fewer opportunities
in today’s workforce (Campbell, 2004). A high school dropout earns, on average,
about $260,000 less than a high school graduate over the course of his or her
lifetime, (Rouse, 2005). Those who drop out of school early are less likely
than later dropouts to receive a GED (Murnane, Willet, & Tyler,
2000). Thus, the social costs for early dropouts are higher than for
later dropouts. Due to lower lifetime earnings, dropouts will contribute
far less in federal, state, and local taxes than they will receive in
government benefits and correctional costs (Center for Labor Market Studies,
2003; Wald & Martinez, 2003). Over their life span, this will impose
a net financial burden on the rest of society (Barton, 2005; US Department of
Labor, 2007).
This study was made in a four year
high school of two to three thousand students in the greater Chicago area, but
outside of the city itself, It was decided to select one entering class and to
study the records of all in that class until they left school, either as
drop-outs or as graduates. All students who transferred into or out of the
school were eliminated from the study, as were the few who died before
completing high school. Also eliminated were a few for whom essential data were
not recorded.
The class selected entered in
1947 and graduated in 1951, so the Second World War should have no effect and
the Korean War little, if any (only three students left school for the armed
forces). Since only a week was available to collect and copy all of the
possibly relevant data and it could be seen that this would not be sufficient
for the whole class, about seventy percent of the class was randomly selected. The number of students actually studied as an
entering class is then 434.
For the past 30 years, the
dropout rate for students with emotional disturbance has hovered around 50%, a
rate substantially higher than the dropout rate for students with other
disabilities and the general population. This systematic review evaluated the
literature published between 1990 and 2013 on the effectiveness of dropout
prevention and intervention for students with emotional disturbance. Only one
experimental or quasi-experimental study tested a dropout prevention program with
students with emotional disturbance meeting the methodological criteria for
this review. The results reveal a dearth of research-based strategies or
programs to support high school completion among students with emotional
disturbance, underscoring the need for rigorous intervention research to
improve outcomes for
These
common components suggest that good programs are realistic, student-centered,
and flexible; provide wrap-around services; set limitations for which students
and personnel are accountable; tie into real world demands; offer a place where
students feel they belong and are wanted; encourage professional development; provide
supportive administrators; foster intra- and interagency collaboration and
cooperation; and view students holistically.
The cause of a
student dropping out is often termed as the antecedent of dropout because it
refers to the pivotal event which leads to dropout. This event, however, is the
culmination of a much longer process of leaving school that began long before
the date that a student actually discontinues attendance. Historic scholarship
on school dropout spans from as early as a 1927 monograph that labeled it
“school leaving” and associated those at risk with possible mental inferiority
(Fuller, 1927, p. 1).
The
theory was introduced under the director of the United Nations Economic
Commission for Latin America. Ferraro (1996) assert that this concept of
dependency theory was introduced through United Nations to technical assistance
to Latin American countries. Dependency theory is related to historical era,
but now has a wider application in the world (Makori , 2011).
This study explores the causes of students drop outs. On the
basis of comparative analysis of different countries on reasons of students
dropouts it was clear that students’ dropouts in schools is not due to a single
reason, there are different reasons of this problem but these reasons are
similar in nature that cause students’ dropouts in different countries. Early
marriages, security problems and inability of bearing education expenses are
major causes of Students’ dropouts (Mamun AA, Mahbub H, Amin R ,
(2012)) .
The major reason conducted by all the studies is weak financial and economic
position of families and inability to afford educational expenditures, lack of
basic facilities in schools like computer lab, science laboratory, library,
electricity, clear drinking water and furniture. Low financial position
reported as major cause of students’ dropouts (Khan G, Azhar M, Shah A ,
(2011)) .
Parents force their daughters to drop their school (Tan , (2007)) . On the base of
analysis following conclusion can be draw on the reasons of students dropouts.
3
References
1.
2011. "The Condition of Education 2011". National
Center for Education Statistics.
2.
2009. "Dropout and Completion Rates in the United States:
2007". National Center for Education Statistics.
3.
Lee, Valerie E., David T. Burkam (2003) "Dropping out of High School: The Role of School
Organization and Structure". American Educational Research Journal.
4.
Sum, Andrew, Ishwar Khatiwada, Joseph McLaughlin (2009).
"The Consequences of Dropping Out of High School". Center for Labor
Market Studies Publications.
5.
Battin-Pearson, Sara
(2000). "Predictors of
Early High School Dropout: A Test of Five Theories". Journal
of Educational Psychology.
7.
McNeil, L. M., Coppola,
E., Radigan, J., & Vasquez Heilig, J. (2008). "Avoidable
losses: High-stakes accountability and the dropout crisis". Education
Policy Analysis Archives.
8.
Werblow, Jacob, Luke
Duesbery (2009). "The
Impact of High School Size on Math Achievement and Dropout Rate". The
High School Journal.
9.
Englund, Michelle M.,
Byron Egeland, W. Andrew Collins (2008). “Exceptions
to High School Dropout Predictions in a Low-Income Sample: Do Adults Make a
Difference?” J
Soc Issues.
11.
Rani UR (2011) Reasons For Rising School Dropout Rates Of
Rural Girls In India- An Analysis Using Soft Computing Approach. International
Journal of Current Research 3: 140-143
12.
Jeynes WH (2007) The Relationship between parental involvement
and urban secondary school Academic achievement. Ameta-analysis, urban
Education 42: 82-110
13.
Chuard D, Mingat A
(1996) An analysis of dropout and student leaving in primary education in
Pakistan. Manila, Philippines: Asian Development Bank (ADB).
14.
Bridgeland JM, Dilulio
JJ, Morison KB (2006) The silent epidemic. New York: Civic
Enterprises, LLC.
15.
Agbenyega J, Klibthong
S (2013) Whole school initiative: has inclusive education gone Astray?,
International Journal of Whole Schooling 9: 3-22
16.
Mohsin AO, Aslam M,
Bashir F (2004) Causes of dropouts at the secondary level in the Barani areas of
the Punjab (a case study of Rawalpindi district). Journal of Applied Sciences
4: 55-158.
21.
Zarif T, Haider K,
Ahmed AA, Bano F (2014) Probing Reasons of High Student Dropout Rate in
Grade 5-6 at Public Schools of District Thatta, Sindh-Pakistan, Asian Journal
of Social Sciences & Humanities 3: 158-169.
22.
Martins G, Oswald AS,
Comassetto SH, Kieling JO, Goncalves C, et al. (2006) A package of interventions to reduce school dropout in public
schools in a developing country: A feasibility study. European Child &
Adolescent Psychiatry 8: 442-449.
23.
Roderick M (1993) The path to dropping out: Evidence for
intervention. Westport, CT: Auburn House
24.
Smith WK (1998) An evaluation of the attendance policy and
program and its perceived effects on high school attendance in Newport News
Public Schools. Unpublished doctoral dissertation, Virginia Polytechnic and
State University, Blacksburg, VA.
25.
Lanham J (1999) Relating building and classroom conditions to
student achievement in Virginia’s elementary schools. Unpublished doctoral
dissertation, Virginia Polytechnic Institute and State University, Blacksburg,
VA
26.
Mamun AA, Mahbub H,
Amin R (2012) Investigating The Causes of Students’ Dropouts
from Diploma Engineering Programs in the Polytechnic institutes Of Bangladesh,
Academic Research International 3: 231-238
27.
Mamun AA, Mahbub H,
Amin R (2012) Investigating The Causes of Students’ Dropouts
from Diploma Engineering Programs in the Polytechnic institutes Of Bangladesh,
Academic Research International 3: 231-238
28.
Khan G, Azhar M, Shah A
(2011) Causes of Primary School Dropout Among Rural Girls in Pakistan
Working Paper Series 119 :1-8
30.
Curriculum and
instruction are often individualized an experimental,
frequently utilizing community components such as internships. (Wehlage,
1983)
frequently utilizing community components such as internships. (Wehlage,
1983)
31.
Cataldi, E. F., Laird,
J., & KewalRamani, A. (2009). High school dropout and completion rates
in the United States: 2007 (NCES 2009-064). Washington, DC.: National
Center for Education Statistics, Institute of Education Sciences, U.S.
Department of Education. Retrieved fromhttp://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2009064
32.
Schott Foundation,
(2010). Yes we can: The 2010 Schott 50 state report on Black males in public
education. Retrieves from: http://blackboysreport.org/bbreport.pdf
33.
Center on Education
Policy and American Youth Policy Forum. (2001). Higher learning = higher
earnings. Washington, DC: Center on Education Policy and American Youth
Policy Forum.
34.
Murnane, R. J.,
Willett, J. B. & Tyler, J. H. (2000). Who Benefits from a GED? Evidence
from High School and Beyond. Review of Economics and
Statistics, 82(1)
35.
Fuller, R. (1927). Fourteen is too early: Some
psychological aspects of school-leaving and child labor. New York, NY: National
Child Labor Committee.
36.
Dorn, S. (1993).
Origins of the “dropout problem.” History of Education Quarterly, 33, 353-373.
37.
Rumberger, R., &
Lim, S. (2008). Why students drop out of school: A review of 25 years of
research. Retrieved from http://cdrp.ucsb.edu/dropouts/pubs_reports.htm
38.
Short, D., &
Fitzsimmons, S. (2007). Double the work: Challenges and solutions to acquiring
language and academic literacy for adolescent English language learners: A
report to Carnegie Corporation of New York. Washington, DC: Alliance for
Excellent Education
39.
Jordan, W. J., Lara,
J., & McPartland, J. M. (1994). Exploring the complexity of early dropout
causal structures. Baltimore, MD: Center for Research on Effective Schooling
for Disadvantaged Students, The John Hopkins University.
40.
Watt, D., &
Roessingh, H. (1994). Some you win, most you lose:Tracking ESL dropout in high
school (1988-1993). English Quarterly, 26, 5-7.
No comments:
Post a Comment