Prevention Programs for High School Dropouts

PreventionPrograms for High School Dropouts

WritingAssignment 1

Topic:PreventionPrograms for High School Dropouts

Thesisstatements:Even though several factors such as drug abuse, peer influence andlow self-esteem encourage high school dropout, academicand behavioral engagement, management of peer victimization, policyand practice interventionsand High school completion programs can help improve student’scompletion rates.

Sources

Fall,A. M., &amp Roberts, G. (2012). High school dropouts: Interactionsbetween social context, self-perceptions, school engagement, andstudent dropout.&nbspJournalof adolescence,&nbsp35(4),787-798.

Freeman,J., &amp Simonsen, B. (2015). Examining the Impact of Policy andPractice Interventions on High School Dropout and School CompletionRates A Systematic Review of the Literature.&nbspReviewof Educational Research,&nbsp85(2),205-248.

Hahn,R. A., Knopf, J. A., Wilson, S. J., Truman, B. I., Milstein, B.,Johnson, R. L., &amp Moss, R. D. (2015). Programs to increase highschool completion: a Community Guide systematic health equityreview.&nbspAmericanjournal of preventive medicine,&nbsp48(5),599-608.

Assignment2

Listof sources

Cornell,D., Gregory, A., Huang, F., &amp Fan, X. (2013). Perceivedprevalence of teasing and bullying predicts high school dropoutrates.&nbspJournalof Educational Psychology,&nbsp105(1),138.

Fall,A. M., &amp Roberts, G. (2012). High school dropouts: Interactionsbetween social context, self-perceptions, school engagement, andstudent dropout.&nbspJournalof adolescence,&nbsp35(4),787-798.

Freeman,J., &amp Simonsen, B. (2015). Examining the Impact of Policy andPractice Interventions on High School Dropout and School CompletionRates A Systematic Review of the Literature.&nbspReviewof Educational Research,&nbsp85(2),205-248.

Hahn,R. A., Knopf, J. A., Wilson, S. J., Truman, B. I., Milstein, B.,Johnson, R. L., &amp Moss, R. D. (2015). Programs to increase highschool completion: a Community Guide systematic health equityreview.&nbspAmericanjournal of preventive medicine,&nbsp48(5),599-608.

Orpinas,P., Lacy, B., Nahapetyan, L., Dube, S. R., &amp Song, X. (2015).Cigarette smoking trajectories from sixth to twelfth grade:associated substance use and high school dropout.&nbspNicotine&amp Tobacco Research,ntv040.

Twosources annotations

Fall,A. M., &amp Roberts, G. (2012). High school dropouts: Interactionsbetween social context, self-perceptions, school engagement, andstudent dropout.&nbspJournalof adolescence,&nbsp35(4),787-798.

Accordingto Fall and Greg Roberts, almost a third of high school students dropout annually from their respective schools. The majority of these areHispanic (36.5%) and African-Americans who make up (38.5%). Lowschool completion rates have adverse impacts on the individual,family, and community in that it increases dependency rates andunemployment. Additionally, children whose parents dropped out ofschools are more likely to score lower grades and drop out of schoolthus resulting in intergenerational dynamics. The study hypothesis isthat behavioral and academic engagements are essential mediatorsbetween school dropout and self-system

Althoughthe article affirms that school engagement variables have aninfluence on school dropout culture, self-system model ofmotivational development (SSMD) affect how people connect andinteract with an environment. When SSMD is applied in academiccontext, it shows that student’s emotional and behavioralengagements such as in school drop-out are influenced by parents andteacher’s support, academic achievements and engagements andidentification of school. The article, therefore, concludes byaffirming that both behavioral and academic engagements are are keymediators between dropping out of high school and self-system.Respective interventions to combat high school drop outs will,therefore, focus on the management of these factors.

Inproving its hypothesis, the article uses both qualitative andquantitative research designs. The statistics were collected from aprevious study and categorized accordingly. The research used a largesample for the study so that it portrays the actual situation. Studyparticipants included Hispanic, African Americans, Whites and Asiancommunities. Statistical analysis was then done to determine thecorrelation between the study participants. Additionally, Anna-MariaFall and Greg Roberts have also included credible external sourcessuch as published journals, government databases and expert opinionfrom reputable websites such as CDC to support their hypothesis andfindings.

Lastly,major limitations to the study are that data were from an existingdatabase. This means that the measure of teachers and parent supportwere limited to the design and scope used earlier. Additionally, onlyone dimension of parental support was analyzed. The study focused ononly on teachers support. Another major limitation of the study wasthat since it focused only on two-time points, it is unknown howresults can be affected if the same experiment was repeated atmultiple time points. Some of the recommendations are that futurestudy should investigate on teachers work.

 Hahn,R. A., Knopf, J. A., Wilson, S. J., Truman, B. I., Milstein, B.,Johnson, R. L., &amp Moss, R. D. (2015). Programs to increase highschool completion: a Community Guide systematic health equityreview.&nbspAmericanjournal of preventive medicine,&nbsp48(5),599-608.

Accordingto this journal article, a low drop-out rate is an indicator ofprolonged mobility and mortality. It acknowledges that personalfiancé status has an impact on the rate of school dropout. Forexample, those who come from low-income families and belong tominority population groups are likely to drop out of school. Thearticle associates good health with proper education and as a result,state that increased high school dropouts is an indicator of futurehealth problems. The study hypothesis is that programs such associal-emotional skills training, supplement educational services,and school and class restricting can help increase school completionrates.

Inmanaging school drop-out rates, the authors suggest examples ofprograms that can be initiated to reduce high school dropout includereducing teenage pregnancy among school going children, managing drugabuse, promoting ethnic or racial equality and financial empowermentof low-income families. Additionally, the article highlights otherfactors that may affect school completion rates. These includecognitive and emotional skills, student’s engagement orparticipation in class and involvement in crime among others.

Theresearch methodology adopted in this article is largely qualitative.The authors have carried out extensive research for reputablejournals from the National Education Association website, PubMed,PsycINFO, social care online databases among others. Additionally,they have analyzed previous case studies on high school drop-outs.The major limitations of the study are perhaps that it hasconcentrated mostly on the health aspects and that is has borrowedfrom previous cases and studies which may not portray the currentstate of affairs.

Forschool dropouts who are unable to complete their studies some of theprograms recommended from the journal include vocational trainingthat is aimed at equipping the student with specific skills ofearning an income. Additionally, alternative schooling is alsosuggested. Social-emotional skills training can help increase schoolcompletion rates because it increases emotional awareness of thestudents and thus enabling them to regulate their attitude preventdrug use and assist them to interact well with their peers.Supplement academic services, college-oriented programming and schooland class restricting are among the suggestion given to drop-outcases.