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ERIC Number: ED513444
Record Type: Non-Journal
Publication Date: 2006-Mar
Pages: 44
Abstractor: ERIC
The Silent Epidemic: Perspectives of High School Dropouts
Bridgeland, John M.; DiIulio, John J., Jr.; Morison, Karen Burke
Civic Enterprises
The central message of this report is that while some students drop out because of significant academic challenges, most dropouts are students who could have, and believe they could have, succeeded in school. This survey of young people who left high school without graduating suggests that, despite career aspirations that require education beyond high school and a majority having grades of a C or better, circumstances in students' lives and an inadequate response to those circumstances from the schools led to dropping out. While reasons vary, the general categories remain the same, whether in inner city Los Angeles or suburban Nebraska. Educators, policymakers and leaders from various sectors should make addressing the high school dropout epidemic a top national priority. All avenues to invest leaders in a better understanding of the problem and common solutions should be undertaken--including congressional hearings, White House conferences, summits of state and local officials, and public forums in schools and communities. In all cases, the voices of young people who dropped out of high school should be heard. Appendices include: (1) Poll Methodology; and (2) Compulsory School Attendance Laws by State. A bibliography is included. (Contains 63 notes.) [This report was produced for the Bill & Melinda Gates Foundation.]
Civic Enterprises. 1828 L Street NW 11th Floor, Washington, DC 20036. Tel: 202-467-8894; Fax: 202-467-8900; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Civic Enterprises; Peter D. Hart Research Associates
Identifiers - Location: Maryland; Pennsylvania; United States
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Grant or Contract Numbers: N/A
IES Cited: ED516739; ED544499; ED544770; ED545227; ED565682