Four Core Reasons for Dropping Out

Nationally, about one-third of all high school students drop out, and in cities this number is closer to one-half. Of those that do graduate, about one-third exit high school without work or college-ready skills. Of course, these statistics are considerably lower for private-independent students; however, they still demonstrate school's challenges to educate students who are trying to survive in a hectic modern society.

Think about your daily routine. Most of us are full speed from the time our alarm clocks buzz us awake until we drop from exhaustion 18 hours later. Now think about trying to handle your daily tasks as well as focus on schoolwork and extracurricular activities to build your college resume. Seems nearly impossible doesn't it?

Balfanz has identified what he calls four "buckets" of dropouts—typical characteristics that predetermine if a student will leave school before graduating.

The first group he has named "life-event" kids. These are the students that experience life-changing events such as a pregnancy, a family move, an arrest, or a need to work nearly fulltime. These students need a second chance, a way to recover themselves and finish high school, Balfanz says.

The second "bucket" group are what Balfanz calls "the fade-outs." These are not students who act out or who get in trouble. These are the ones that simply don't see a point in school. They get OK grades, but they believe work experience is more relevant.

The third group are the "push-outs." Sadly, this group are the kids that parents and teachers alike wish would leave. They're often short many credits, and defensive as a result of their failures. Some of the kids making up this group Balfanz says are hopeless, making everyone around equally hopeless.

The last group, also the largest, haven't been given a name as the other three. Balfanz says, "Most dropouts are kids failing to succeed, who are in schools failing to help them succeed. Often they've had a short stay in an alternative school or have repeated a grade. As early as the sixth grade, they're waving their arms and saying, 'I'm going to drop out.' We know who they are. Half to 75% of dropouts can be identified in sixth grade. This is like insider trading for a good cause."

Balfanz continues to say that you can identify those going to drop out by attendance, behavior, and course patterns—"A-B-Cs". In his sample of actual or soon-to-be dropouts, Balfanz reports over a quarter had missed a full year of school by accumulating all missed days and weeks here and there.

The harsh realities of modern kids, many with family obligations, Balfanz says, needs to be addressed by today's schools. "We face a giant engineering problem. We need to get the right intervention to the right kid, at the right time."

Kids with family obligations are often late and/or absent. Punishing these students with detentions, suspensions, or by other means tends to amplify their distress. For kids with heavy family responsibilities, they need to know that there is a place they can seek support. "We first have to know our students," Balfanz says. "Then we need to communicate with them that we care about what they're going through. Not all rules apply to all students."