Prevention of High School Dropout
Prevention of High School Dropout
Having critically analyzed the consequence of high school dropout in the recent time and future implication to the United States, it is important for me at this juncture to forward this practicable way forward to the Office of Mr. President, United State of America for suggested actions and policy implementation in order to curb the trend. Every lost student from the school into the world of illiteracy is a threat to our future economy and the intellectual human fertility. Firstly, the understanding of the reasons of what seems to have precipitated dropout is critical to the solution drives.
Since struggling poor students account for the highest statistic among the dropout students, aid at getting these people for necessary assistance need to be facilitated through the informed teachers who are most close to them. The involvement of State administrative officers is equally important for information relay. There is a need to bring available resource centre to the target school. Aid officers need to work in partnership with school officers in charge, the community leaders and youth friendly organizations within and outside the school premises for more productive concerted effort.
Secondly, establishment of network of model program between school counseling unit and Government or non-governmental organizations on youth mentoring will assist in the prevention of high school dropout. The counseling unit needs to be well supported in every high school. A mere companion with students can save a future of misfortune. Through interactions of students with the counselor, the school will recognize the prevailing need of a potential dropout student and initiate a networking scheme to appropriate quarters for rescue.
Some may have psychological or psychosocial re-orientation need about the importance of staying in school as against whatever reason for intending dropout. Easy accessibility and companion gesture must be advocate through student survey after visit. Through efficient and friendly students/counselor interaction, the school management and the State can come up with a biannual statistics on findings. These findings are then used as the basis for teaching and curricula drawn-up. Personal problems are best treated privately; hence, counselor needs to respect individuals’ privacy irrespective of the age to avoid discouraging attendants.
Through this plan, causes of dropouts such fear of violence in school, family poor financial status, consequence of parental divorce, unfriendly teacher-student relationship, teachers’ poor knowledge of student learning technique, and self-emotional issues will not cause dropout. Thirdly, enforcement of curriculum to help students discover the relationship between what is learnt at school in connection with the real world is vital to sustain student mood to always desire for more in school and never get bore to have thought of dropping out.
Through the State education policy, one would suggest the creation of an intermediary arm that organizes programs and trainings for school teachers. It is likely for teachers to lose touch with the reality of the industrial world, this Intermediary program will keep reminding the instructors and teachers of the expected values in the labor force or entrepreneurship (Raby 1990). In summary, the suggested aforementioned ways of preventing dropout in the United States point at real-time educational policy reform in line with latest findings.
Reforms need to be dynamic with the modernizing world. A check at policy performance is as important as the policy itself, therefore, concerted effort must be instituted to avert wasting of effort in policy formulation. Our educational system will soon be wiped out of dropout cases if these measures are harnessed together. Long Live the America! Work Cited Raby, M. (1990). “The California Partnership Academies. ” Redwood City, CA: Sequoia Union High School District. Robledo, M. R.
, & Rivera, C. (1990). “Partners for Valued Youth: Dropout prevention strategies for at-risk language minority students. ” San Antonio, TX: Intercultural Development Research Association. Jay Smink, (2009). 15 Effective Strategies for Dropout Prevention. National Dropout Prevention Center at Clemson University. Online article. Site Available at: http://www. schargel. com/index. php? s=prevention+of+dropout. Retrieved on 04-15-2009. http://www. americaspromise. org/APAPage. aspx? id=10158
University/College: University of Arkansas System
Type of paper: Thesis/Dissertation Chapter
Date: 4 November 2016
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