A Portrait Of a Tragedy: Research Findings On the Dropout

Abstract

Joseph A. Muia James Madison University Among the many problems that educators face today, the most serious and widespread is that of the school dropout: the student who leaves school before graduation or completion of program of study. Nationally, the shocking reality of the problem is that full 25 percent of our children fail to complete high school (Grant, 1975). A child's dropping out signifies number of underlying problems, but the most important is serious conflict with the school environment The decision to drop out is rarely made impulsively; in many cases, the dropout is a person with serious personality and environmental conflicts, rather than an immature personality who simply decides to walk away from his responsibilities (Millard, 1965, p. 24). Thus, this difficult decision results from certain ability and background characteristics of the individual, certain behavior and personality traits, and unpleasant experiences in school (Bachman, Green and Wirtinen, 1972). Without diploma or marketable skill, the dropout faces unemployment or low-paying bluecollar job, together with feelings of inferiority and alienation. The costs of quitting school are obviously high for the dropout, but they are also high for society, which must bear the financial brunt of the dropout* s inability to hold job. Considering the tragic circumstances of dropping out, preventative action within the school is not only desirable but essential. Primarily, the concerned educator must learn to recognize which of his pupils are likely to become dropouts.