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Dropping Out of School

As everyone knows, education is the best approach in learning our surroundings, developing relations for existence, and putting up with it for the benefit of future generations. As a result, kids are not just supposed to be given the necessary education, but they are also considered to be updated with the current affairs since they are the future pillars of the nation; the nation depends on those children for the development of the country and the world in general. With that in mind, learning institutions can influence children widely when those schools are safe and have caring and experienced teachers. On the other hand, the dropout rates in the United States have been a significant concern for many years. The cause of these dropout rates is at many times dubbed as the antecedent of dropout since it is referred to as the pivotal occurrence that results in the dropout. However, this event is the peak of a much longer leaving school that started long before the time a learner decides to discontinue the attendance. In the essay at hand, I will examine the possible causes for principal types of influences and the implications the dropout rate has brought in the education sector.

It is important to note that the factors linked with the high rate of dropping out of school are often classified as push factors and pull factors. In looking for the causes that make students drop out of school before graduation, researchers such as Ballantine et al. (2017) have engrossed in three different aspects: student and family factors, school factors, and outside factors.

Student and Family Factors: Among the learner traits that have been linked to dropping out of school have been pregnancy, substance abuse, delinquency, low self-esteem, poor school performance, low socioeconomic status, ethnic and racial minority status, and gender. Additionally, there is an impact of some family traits such as non-English-speaking families, single-parent families, and families less concerned with matters education.

School Factors: It has been found that learning institutions with inadequate prospects for academic success seem to have higher rates of dropping out. Lack of success is among the strongest correlates of leaving school before graduation (Ballantine et al., 2017). Students who fail in their exams have higher chances of being retained in a particular class, making them leave rather than facing the frustration of achieving the expected grades. Insufficient prospects for success can be seen as an inequity in the demands of the learning institution and the resources that have to be provided for the students to meet those demands.

Outside Factors: Some factors are supportive to education matters or the extent to which learning is thought to be relevant as far as the current and future lives of the learners are concerned. These external factors may be either natural outcomes of broader social forces or the development of thoughtful educational strategies. The significance of school completion and schooling as thought by learners has a significant effect on the dropping out of school. When situations beyond the walls of the learning institution show the students that completing schooling is essential for their current and future wellbeing, there are higher chances of students remaining in school up to the time for graduation.

The primary method to minimize the rate of dropouts is to utilize the knowledge of the aspects linked with dropping out to develop intercessions to heighten the chances that learners will remain in school up to graduation time. School-based approaches have incorporated both practices and programs planned to enhance the academic success of the learner and those designed for strengthening the positive social associations and atmosphere of reinforcement and distress students find in the learning institutions. Environmental approaches include the tactics of addressing conditions that are not supportive by coming up with new associations between schools and families and the incorporation of human and educational services for addressing the economic and social issues that slow down improvement in learning institutions (Ballantine et al., 2017). Additionally, system-building approaches incorporate all the activities involved in the constant expansion of higher education in societies where higher education is not significantly available. Establishing learning institutions closer to the local communities of learners and enhancing the quality of the curriculum and the teaching force is included in this approach.

In summing up, the assessment proof on the efficiency of the various efforts of minimizing the dropout rate is limited, with most approaches subjected too little in the way of demanding study. It has been ascertained that the factors linked with the high rate of dropping out of school are often classified as push factors and pull factors. Student and family factors, school factors, and outside factors are the main aspects associated with the high rate of dropping out of school. School-based approaches, environmental approaches, and system-building approaches are the measures taken to address the menace. Attempts at assessment are problematical by the long lead period between on-time and early interventions, high school completion, and multifaceted and complex methods frequently attempted with learners in higher learning institutions.


Ballantine, J. H., Hammack, F. M., & Stuber, J. (2017). The sociology of education: A systematic analysis. Routledge.


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