The UN Convention on the Rights of the Child states that everyone has the right to receive an education that develops his “personality, talents, mental and physical abilities to the fullest extent”. According to the Alliance for Education (AEE), whose mission is to help improve the quality of education in schools, approximately 1,3 million American schoolchildren drop out every year and these numbers increase disproportionately.
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"Children are future workers, citizens and leaders of the country."
Education in the United States remains the main tool by which people become more competent in various spheres of activity, and the economic, social and personal well-being of all citizens of society increases. The high dropout rate of children from American schools reduces the number of skilled workers from different sectors of society who could join the professional and political ranks, make important decisions in government policy.
APA (American Psychological Association), AEE and a number of other organizations are addressing this issue in the United States. Everyone cares about the fact that a large number of high school students never finish it. They argue that such a situation has a deep and comprehensive impact on the long-term economic prospects of the United States. The US Department of Education, National Center for Education Statistics (NCES) reports that the average income of people between the ages of 18 and 67 years who have not completed high school was approximately 25 000 dollars. At current rates, a significant portion of the population will remain in poverty.
Who often quits school in the US?
NCES reports that, on average, 3,4% of students who were enrolled in public or private secondary schools left them before the end of the school year, without completing the high school program. By race, the estimated dropout rates were 2,4% for whites, 4,8% for African Americans and 5,8% for Hispanics. The NCES did not find a significant difference in dropout rates among boys and girls in 2015. In terms of age, students from 20 to 24 years are at greater risk of dropping out than students from 15 to 17 years.
There is a close relationship between poverty and the dropout rate from the upper grades. Students from low-income families drop out of school five times more than students from high-income families.
The term “dropout factories” or “dropout factories” was coined to refer to high schools where only 60% of students receive a high school diploma. The dropout rate from schools directly depends on the poverty level of the area in which they are located. Dropout factories are found primarily in 15 states, mainly in the North, West and South of the United States (Balfanz & Legters, 2004). These schools account for only 12% of the nationwide population. However, year after year, the number of those expelled is gradually decreasing.
The main common characteristic of these schools is their location in poor areas with high levels of unemployment, crime, and poor health.
There is no single factor that affects the exclusion of a child from school. According to the UCLA Mental Health Schools Center, there are many factors that, when combined with each other, increase the likelihood that young people drop out early. These factors fall into four categories that relate to individuals (for example, absenteeism, poor attitudes towards school), families (for example, low incomes, lack of parent involvement in educational work), schools (for example, negative school climate, low expectations) and communities (for example, high crime rates, lack of public support for schools).
Indicators on the number of deductions from schools are markedly correlated with high poverty rates, poor school attendance, and poor academic performance. In the US, there are many school programs aimed at preventing deductions, addressing behavioral problems and promoting higher levels of academic success.
The Importance of Early Education and Early Literacy
Multiple studies show that dropout occurs due to the accumulation of various negative factors that peak in high school (grades 8-12). It is becoming increasingly clear that school dropout prevention should start as early as possible. Some researchers have identified early behavioral indicators of children before they enroll in kindergarten (Hammond, Linton, Smink & Drew, 2007).
Early childhood (age from 1-3 years) lays the foundation on which the future academic success of the child is built. This age provides the opportunity for optimal and comprehensive brain development. It is estimated that 90% development occurs before the age of five (Jensen, 1998).
Early childhood is also the period when children are most sensitive to various environmental factors, such as poverty, malnutrition, trauma / abuse, or maternal deprivation.
Children who receive high-quality pre-school education (that is, consisting of a holistic, educational, consistent and stimulating curriculum) demonstrate higher scores on tests, a higher level of academic performance, less use of special educational services and a stronger desire to finish high school.
Early literacy development is also vital for future academic success. Children with poor reading skills are more likely to have low grades, setting the stage for school failure. The fundamentals of good reading in the US (i.e., cognitive and language skills) are learned before children reach school age (National Dropout Prevention Center / Network, 2009).
Important training requirements
Knowledge requirements for students in different classes depend on the state and on the area in a particular city. For newcomers to the US and enrolling in a public or private school, it is important to have these standards in their hands within a few months. Any school administration will help you with this. However, there are common standards that parents can orient themselves on.
For the 3 class, it is very important that children learn to read, because reading is the basis of future high school education, where more complex skills are required.
As children learn in the sixth and eighth grades, poor performance in mathematics, English, and low reading rates will cause close attention to the student from school management.
At the individual level it is also important to develop in children a sense of their own competence and motivation to achieve academic success. Studies show that children's belief in their abilities becomes more and more negative as they get older, at least in their early teens. When children think that they are less competent in certain academic knowledge, they tend to value them less, which negatively affects the efforts they put into their studies.
Positive results in studies are given by:
- Close interaction between schools and families.
- A caring relationship between students and teachers.
- Joint learning and active class life.
- High academic expectations from both adults and peers.
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