Abstract
This paper examines the problem of high school drop outs, explaining that income instability and increasing rates in teen pregnancy are two of its many underlying causes. This paper explains that teenagers with babies often are not able to keep up with their school work because they have to be up during the night caring for their babies. Consequently, teenage pregnancies lead to high school drop outs, which then leave the teenager living in poverty without the skills and ability to obtain and keep employment.

From the Paper
"Nancy is a young girl who became pregnant at age sixteen. She tried attending school, working a part-time job, and taking care of her baby. However, she was up a lot at night with her baby and eventually she realized she could not continue to go to school. She lives on welfare and spends most of her time watching television. Nancy and her baby live in poverty. Nancy is one of many American teenage females who become pregnant. "The United States has the highest rate of teen pregnancy and births in the western industrialized world" (General Facts). Nancy is one of many high school girls who drop out of high school to care for their babies. "Teen mothers are less likely to complete high school (only one-third receive a high school diploma) and only 1.5% have a college degree by age 30" (General Facts)."

Tags:teenagers, pregnancy, education

Abstract
This paper discusses several motivation theories from Educational Psychology. It then looks at each factor that affects the probability of a student dropping out of high school. Finally, the motivation theories are used to show what can be done to retain high school students within the educational framework.

From the Paper
"Socio-economic status is another factor that helps determine whether a student will drop out. According to a study on GED and diploma attainment of high school dropouts, "socio-economic status was positively associated with degree attainment with a one point increase on the SES scale associated with an increase in the odds of returning of 1.34" (Wayman 2001). Many students from lower income families are not expected to finish high school as their parents or other role models did not; in contrast, they may have no choice but to drop out because they need to earn income for their family. In a student done in Australia, it was found that "family SES has been consistently found to be associated with participation in education, but the size of the effect is smaller than has sometimes been assumed" (Ainley, Foreman & Sheret 1991). Thus, many students may claim that socio-economic status is the reason that they dropped out, but it may have only been one of the influencing factors."
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Tags:self-determination, socialization

Abstract
The paper looks at how Schwartz (n.d.) indicates that there are numerous reasons why students elect to drop out of high school and discusses how the National Center for Education Statistics provides evidence that high school drop out rates in the nation are higher after the age of 16 and within the African-American population. However, the paper discusses how a presidential report of the 1980s entitled "A Nation At Risk" and the subsequent passage of the 2001 No Child Left Behind Act suggests that high school drop out rates may occur at high rates because the educational system fails to provide an adequate education to the students of the country and that until this situation is altered, many students believe that there is no reason for completing their high school education.

Tags:high, school, drop

Abstract
This paper examines how the high school system in the US is in crisis, specifically citing the rate of students dropping out. Various statistics are given, showing how this rate is climbing every year.The paper concludes by noting that the bulk of those students are minorities and from low-income . (Sweet-Love, & Wotorson, 2008).

From the Paper
" 'When you step back and look at all the things we can do to improve the quality of our workforce and the quality of life for our young adults, there's nothing more important than raising the high school graduation rate,' the Governor said. 'It's the key to continuing an education or, at a minimum, getting a decent job that pays a decent wage and offers decent benefits.' "

Tags:tennessee, hs, dropouts

Abstract
The paper outlines the problem of high school drop outs and examines the research on why students drop out of school. The paper then considers how to solve this problem and explains how efforts can focus on three conduits; the students and their families, the teachers and administrators and the state and legislation.

Outline:
A Snapshot of the Problem
Why Students Drop Out
How to Solve this Problem

From the Paper
"So, if students know that high school is so important, why are they still dropping out in the millions? Glennie and Stearns think it all comes down to race again, as they identify the reasons why they believe Hispanics drop out in such great rates. As previously mentioned, Hispanics make up a large portion of the dropout rate, and are actually the largest group of dropouts among the ethnic groups in North Carolina. Glennie and Stearns argue that it is early maturity that causes these students to forego their education, as the students often have to care for family--their own children or other members of the family. In fact, the authors argue that "Hispanics are significantly more likely than any other group to leave school for family reasons," although they indicate that members of other ethnic groups also drop out for this reason (Glennie and Stearns 1-3). Other reasons Glennie and Stearns identify as contributing to students dropping out of school are the following: academic problems, discipline problems, having to leave school to get a job, moving, running away, and health problems.
"In addition to these reasons, which are related to students' circumstances, some believe that it is the school culture that encourages students to drop out. Elkind writes that the "high school drop-out rate, which had been level for many years, is on the rise again. In part this is a result of having raised the standards for graduation without giving young people the wherewithal to meet those standards" (57-58). This implies two possible reasons for low high school graduation rates."

Tags:graduation, education, race, socioeconomics

Abstract
This paper is written in the format of a proposal for funding from a granting institution aimed to help 'black' school dropouts, delinquents and gang-involved youths that can serve paid interests. The proposed study is to be an inductive collection of data from adults whose children are among the sixty per cent who do not drop out of high school. Several critical dimensions of the proposed study are put forwards as significant to an accurate understanding of the 'dreaded' Jane Finch area.

From the Paper
"Media audiences are now familiar with depictions of youth gang incidents including fatalities and there is a strong tendency for scholars, activists, youth workers and others to refer to urban `black' youth as most affected. In fact, youth gangs are pan-ethnic phenomena whose members are by no means always of impoverished or otherwise disadvantaged backgrounds. Whereas much attention has been given to school dropout rates manifested in the generic `black' community in the Greater Toronto Area..."

Tags:proposal, inductive project, youth crime

Abstract
This six-page undergraduate paper discusses the high school dropout in terms of contributing factors. These factors reveal just how complex the problem of dropouts is. The thesis is underlined.

Abstract
The paper provides statistics that illustrate the extent of the national high school dropout rate. The paper discusses the behavioral factors related to the dropout rates and outlines appropriate counseling strategies.

Outline:
Extent of the Problem
Behavioral Indicators
Counselling Strategies

From the Paper
"According to official published statistics, the US federal government estimates that the national high school dropout rate is approximately 10 percent. However, educational experts and sociological researchers criticize those estimates as under-representing the extent of the problem by as much as a factor of three (JOEA, 2009; Lau Whelan, 2007). That discrepancy is a function of the fact that as many as 14 states do not report dropout rates accurately, the 50 individual states do not employ any uniform set of criteria for defining or quantifying the problem, and the federal government includes students who receive a general educational development (GED) certificates among high school graduates despite the fact that GED recipients are dropouts (JOEA, 2009). Using more accurate criteria (such as the number of high school diplomas awarded by high schools annually in relation to the number of 17 and 18-year-olds in the population), educational experts suggest that only approximately 70 percent of American high school students graduate each year (JOEA, 2009; Lau Whelan, 2007).
"Significant discrepancies also exist between Caucasian, African-American, and Latino students, with national graduation rates of 78 percent, 56 percent, and 54 percent, respectively (Greene, 2002). In recent years, the state of Georgia has had the lowest graduation rate (54 percent), followed by Nevada, Florida, and Washington, DC. The state of Iowa (93 percent) had the highest graduation rate, followed by North Dakota, Wisconsin, and Nebraska. The National Center for Education Statistics (NCES) overestimates state graduation rates by its reliance on flawed methodology for calculating dropout rates as well as by the inclusion of GED recipients as graduates (Greene, 2002)."

Tags:counselling, graduation, family, economics

Abstract
In this article, the writer discusses that high school dropout rates have been steadily increasing in large American cities for over thirty years and now stand at more than fifty percent in some cities. The writer notes that this is a frightening harbinger because dropouts are left without the skills to attain gainful employment in modern society. This paper explores the problem of dropout rates in large American cities and looks at what can be done to improve them. The writer concludes that it is absolutely crucial that political and social leaders in cities such as Cleveland, Detroit, and Baltimore take steps to turn this trend around.

From the Paper
"These statistics are largely a result of a middle-class flight out of the inner city since the late 1960s. With them went the middle-class jobs and the tax base that was essential for supporting urban school districts. Since the population that was left in the inner-city in places like Cleveland, Detroit, and Baltimore were largely under-educated minorities who did not have incomes suitable for sustaining inner-city schools, the inner city schools in these areas have been declining for more than thirty years. Therefore, it is imperative that these large cities find some way to reinvest in their schools in order to rejuvenate them. This can be done by reinvesting in cities in general and marketing an urban lifestyle that has become popular with Americans in their twenties. This investment will result in lower crime rates and higher employment for urban populations."

Tags:inequality, urban, students, rural, graduation

Abstract
This paper is critical of Bliss Broyard's "One Drop: My Father's Hidden Life - A Story of Race and Family Secrets". The author points out that the problem with "One Drop" is that it is not only the story of Broyard's discovery that she has some African-American ancestry and what that means for her opinion on race. It also is the story of her father, Anatole Broyard, her immediate family, her father's family and the history of race relations in the United States. The paper concludes that Broyard's complex memoir makes very clear that she spent much of her life feeling very conflicted about race. The reader is left with no real answer to her questions about America's system of race discrimination and its impact on people of mixed ancestry.

From the Paper
"Broyard's story of her father and his decision to pass reveals a level of dishonesty by the man that was so dramatic that it actually evokes a feeling of pity for him. The decision to pass as white, whether it was initially intentional, or a just the side effect of not being rejected as a black man when people mistakenly believed he was white, was clearly something that impacted Anatole's life in a dramatic manner. He distanced himself from his family, and his children had no real relationship with either of his sisters or his parents, though their grandmother was alive for much of their childhood."

Tags:genealogy, neophyte, emotion, ignorance, self-identify