ERIC Number: ED336971
Record Type: RIE
Publication Date: 1987
Reference Count: N/A
School Holding Power in the United States.
A study examined dropout data from the 1980 Census and the October 1980, 1982, 1984, and 1985 federal population surveys to assess differences in the dropout and delayed schooling rates for males and females; Whites, Blacks, and Hispanics; and various age groups from 16 to 34. Principal findings include the following: the dropout rate for all youth and young adults fell from October 1980 to October 1985, but Hispanics were least likely to be enrolled or to have completed school. Young Blacks have caught up with White contemporaries in academic persistence. Hispanics drop out at higher rates and earlier than others. Delayed education does not correlate with dropout rates. Family financial need does not correlate with dropout rates or with work experiences after leaving school. Finally, the earning power of the groups is unequal. These findings suggest that too many youngsters, particularly minority youngsters, are leaving school underprepared for meaningful employment and for realizing their potential in society. The data also suggest that more effort needs to be devoted to understanding these problems and to devising remedies for them. It is further noted that school policies may now serve as disincentives to retention and that more attention needs to be paid not only to potential dropouts but also to the preparation of students who may choose higher education. (MSE)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: In: Theory, Research and Applications: Selected Papers from the Annual Meeting of the National Association for Bilingual Education (16th, Denver, Colorado, March 30-April 3, 1987); see FL 019 511.