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Dropping Out of School Causes, Consequences, and Solutions

Written on November 3, 2021 . Posted in High School Dropout Prevention .

Roughly, a staggering one million students drop out each year , and nearly half of all African Americans, Hispanics, and Native Americans fail to graduate. Dropping out of school can have severe consequences for students both immediately and far into their futures. 86% of high school students graduate, according to the national average. The other 14% disproportionately affects low-income communities with higher dropout rates and less opportunity to improve their situation in the future.

This article will cover some of the reasons why so many students are dropping out of school, the risk factors, and how to prevent this epidemic.

High School Students

Student success towards high school graduation is a goal for most high schools. They aim for higher school rankings and test scores, support students in their extracurricular activities, and dial in on the specific skills of each student. Many schools offer career coaching to students, encouraging them to go on to community college or to become college students, but many students drop out due to family obligations, lack of community resources, and even poorer health.

High School Diploma

Earning a high school diploma has become essential to the financial success of people living in the United States, and attaining a high school diploma is often the first step towards future goals for students. Whether that be going on to four-year universities, community colleges, or the workforce.

Many jobs will not hire students without a high school diploma and the military will not take students without a GED (General Educational Development). The General Educational Development tests are a group of four subject tests which, when passed, provide certification that the test taker has United States or Canadian high school-level academic skills. It is an alternative to the US high school diploma.

Earning a High School Diploma

High school graduates earn their high school diploma as a marker of their academic achievement, typically at the end of their fourth school year. A typical school day is about 6-7hrs long and has the potential to engage students, provide students with new experiences and field trips they wouldn’t have otherwise, and keep the school’s dropout rate at bay.

High School Dropouts

Dropping out means leaving high school, college, university, or another group for practical reasons, necessities, inability, or disillusionment with the system from which the individual in question leaves.

Lack of Resources

Many high schools are without the resources necessary to provide the support students need. Especially high-risk students whose parents may have lower-paying jobs and need help from their children to support their other family members. These students often lack the agency to focus on school. Needing to leave school for work is just one aspect contributing to the dropout rate.

Failing Grades

More than 27% of students say that they leave school because they are failing too many classes. Without enough passing grades and/or credits than required, students start to become discouraged and resigned to the idea that school just isn’t for them, adding to the dropout crisis.

Nearly 26% report boredom as a contributing factor. About 26% also say that they dropped out to become caregivers, and more than 20% say that school simply wasn’t relevant to their lives. Only a small percentage say that they drop out because of school life, ineffective teachers, residential instability, mental health issues, or getting kicked out of school.

Dropping Out of School Causes, Consequences and Solutions

Risk factors.

Researchers have connected many of these factors of at-risk students and lower high school graduation rates to socio-economic status. Low-income students from low-income areas are 2.4 times more likely to drop out of school than those from middle-income neighborhoods. When students need to worry about necessities like food, shelter, and safety, they cannot expend energy on school.

Consequences

There are enormous consequences for dropouts, their families, and their communities. Young adults with a high-school degree earn 25 percent more than those without one, and this divide lasts a lifetime. A high school graduate’s lifetime income is 50 to 100 percent higher than a dropout’s.

While individuals cannot control many of the factors that contribute to students dropping out of high school, they can do some things to help students succeed.

Considering more than 27% of high school dropouts say that they were failing too many classes, it makes sense that a large portion of dropout prevention may focus on parent involvement and educators giving at-risk students more opportunities to learn course materials and get better grades. This may involve after-school tutoring, more active learning, finding a mentor through community centers, or helping students to find out and understand a potential learning disability that may make academic success more challenging.

Family Involvement

Parental involvement can also contribute to student success simply by staying involved in education. Staying involved may include checking in with teachers, making extracurricular events a family engagement, and making plans for what their children would like to do after graduation. Establishing academic expectations, such as going to college, can influence how students perceive their goals.

Students enrolled in sports and extracurricular activities correlate with a higher high school graduation rate as well as student retention. Young people stay in school when they have something to look forward to and that is meaningful to them.

National Dropout Prevention Center

The National Dropout Prevention Center (NDPC) offers topical videos and virtual professional development to support schools and educators. Approaches to school dropout prevention include providing helpful resources and improving the learning process for students early on.

Early Education

Birth-to-five interventions demonstrate that providing a child additional enrichment can enhance brain development. The most effective way to reduce the number of children who will ultimately drop out is to provide the best possible classroom instruction and perform an education evaluation from the beginning of their school experience through the primary grades.

Technical Education

For older students, a focus on technical education can be a great approach. A quality technical education program and a related guidance program are essential to improve students’ educational experience and often lead to greater student retention, test scores, and graduation rates. School-to-work programs recognize that youth need specific skills to prepare them to measure up to the larger demands of today’s workplace and can help improve poor attendance as students find their classes to be more relevant to their real lives.

Alternative High School

Alternative schooling provides potential dropouts with a variety of options that can lead to graduation, with programs paying special attention to the student’s individual social needs and academic requirements for a high school diploma.

At the Rose Academies Charter Schools, we have had an alternative approach to high school education for over 20 years. Our goal is to help students who have fallen behind to become high school graduates. As students drop out of school, students drop out of a number of opportunities we think are too valuable to forgo.

Credit Recovery

Oftentimes when students drop a class, they are failing what is required for graduation and so are then required to complete a whole additional year of schooling. At Rose Academies, we offer a credit recovery program where students only take the credits they need for graduation. This encourages students to stay the course of their education, especially when students lack the time to devote an entire additional year in full-time school.

Flexible Scheduling

Due to the fact that so many students need to or choose to work throughout their high school experience, Rose Academies offer flexible scheduling options. Each student can choose a five-hour-long session offered three different times throughout the day. We find that some school policies and the rigidity of curriculum other schools can be discouraging for students whose lives don’t fit that of typical high school students, and we aim to give each and every one of our students the opportunity to succeed.

Reaching Graduation

The high school dropout rate is in constant flux for young people, but here at Rose Academies, we help to prevent students from feeling the need to contribute to the dropout rate with a focus on individual students.

To separate our charter school from traditional education we focus on what high school students want: a small, friendly environment that puts an emphasis on personalized needs. Because of that, all of our teachers are caring guides who work with their students on an individualized basis, in engaging classrooms, to help them meet and exceed all of their goals.

Beyond being a charter school Tucson can trust, Rose Academies help provide continued success after high school for young adults. Our Rose Personal Progress Planners can help students set and achieve post-graduation goals on a continued basis, long after they have left our campuses.

Dropping out of school should never be an option or last resort. We invite you to learn more by continuing to explore our website and see the Rose difference for yourself!

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Essay on Why Students Dropout Of School

Students are often asked to write an essay on Why Students Dropout Of School in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Why Students Dropout Of School

Financial problems.

Many students leave school because their families need help with money. Sometimes, they have to work to help their families instead of going to school. This makes it hard for them to keep studying.

Family Issues

Some students face problems at home, like taking care of family members or not getting enough support. This can make it tough for them to focus on school and lead them to drop out.

Academic Struggles

School can be really hard for some students. If they find the lessons too difficult and don’t get the help they need, they might decide to leave school.

Lack of Interest

A few students might not find school interesting or useful for their future. They might not see the point in staying if they don’t enjoy it or think it will help them later in life.

250 Words Essay on Why Students Dropout Of School

Why students dropout of school, financial issues.

Some students drop out of school because they need to work to help support their families. They may have parents who are unable to work, or they may have younger siblings who rely on them for financial support.

Family Problems

Some students drop out of school because they are dealing with family problems. They may have parents who are fighting or getting divorced, or they may have relatives who are struggling with addiction or mental illness. These problems can make it difficult for students to focus on their schoolwork.

Health Problems

Some students drop out of school because they are dealing with health problems. They may have a chronic illness that makes it difficult for them to attend school regularly, or they may have a mental health condition that makes it difficult for them to focus or learn.

Lack of Engagement

Some students drop out of school because they are not engaged in their classes. They may find the material boring or irrelevant, or they may feel like they are not learning anything. They may also feel like they are not connected to their teachers or classmates.

500 Words Essay on Why Students Dropout Of School

Problems at home.

Some students drop out of school because they have problems at home. These problems can include poverty, abuse, neglect, or instability. Students who come from low-income families are more likely to drop out of school than students from wealthier families. Students who experience abuse or neglect are also more likely to drop out of school. Similarly, students whose parents are often absent or moving around are more likely to drop out of school.

Problems At School

Peer pressure.

Some students drop out of school because of peer pressure. Students who have friends who drop out of school are more likely to drop out of school themselves. Students who feel like they do not fit in at school are also more likely to drop out of school. Similarly, students who are involved in gangs or other delinquent activities are more likely to drop out of school.

Lack Of Motivation

Some students drop out of school because they lack motivation. Students who do not see the value in education are more likely to drop out of school. Particularly, students who do not have clear goals for the future are more likely to drop out of school. Students who do not enjoy school are also more likely to drop out of school.

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High School Dropouts and Their Reasons Essay

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Introduction

Educational reasons.

Education is an essential phenomenon in the modern world because it provides people with decent opportunities for further personal and professional development. It is believed that graduates of high schools tend to achieve more successful results in their lives compared to their less-educated colleagues. Even though it is difficult to overestimate the significance of high school diplomas, a few students fail to obtain them. Thus, there are many reasons, including educational, psychological, personal, and financial ones, that make students drop out of high schools before their graduation.

It is not a surprise that academic performance is one of the principal aspects that result in a dropout. The fact is that high schools can imply various standards that their students must meet. For some of them, these requirements are almost unachievable, which makes learners fail some courses. When the number of failed courses is high, the student’s future in a particular educational establishment is determined. The outcome above is a result of a few things. On the one hand, it refers to students’ mental abilities. One should note that everyone has their own knowledge and skills, and the same assignment can be either an ordinary task or an impossible problem for different people. On the other hand, poor secondary school preparation is said to be another essential phenomenon for the given topic. It is said that some students enter high schools without having gained the necessary levels of expertise in such general courses as language and mathematics. The information above means that there are a few educational aspects that prevent learners from graduating from high schools.

Financial Reasons

Financial issues are another phenomenon that is behind numerous high school dropouts. These problems are of two different groups, and each of them is significant. Firstly, it refers to tuition fees that can be high in some cases. Thus, if a young man or woman cannot afford their tuition fees, they will be expelled. What is more tragic, the same outcome will arise if a student shows decent or even excellent academic results. One supposes that many gifted learners did not graduate from their educational institutions because of that reason. Secondly, it is a typical case when a student leaves their education because they need to make money to support their families. In this case, the financial issue meets an educational one because many working students tend to show worse academic performance. At this point, these economic reasons represent a severe obstruction to obtaining a high school diploma.

Psychological Reasons

Many students are too young, and this fact creates appropriate mental challenges for them. High schools are a regular stage in the learners’ lives representing many new things and aspects. Thus, if a student is not satisfied with this new environment, they lose interest in education. Besides, some students are undecided about their future, which makes them attend high schools because they have to, rather than because they like it. That is why some of them choose the wrong course that can force them to leave education. All the examples above are summarized as a lack of motivation. In this case, a person does not understand why they should attend classes and what advantages this education can present. As a result, these psychological reasons both prevent students from showing decent academic performance and make them find some phenomena that will be more interesting than education. Both cases lead to situations when these students will be expelled from high schools.

Personal Reasons

The group of personal reasons represents one of the most common issues that make students leave their high schools. One should remember that every learner is a personality with characteristic features, feelings, and emotions. If some of them manage to control their thoughts and actions, others fail with this task. As a result, numerous conflicts occur between students, a student, and a mentor, as well as a student and their parents on an educational basis. When such situations happen regularly, it will make learners drop out of school. Thus, students, their families, and school officials should do their best to decrease this negative impact.

In addition to that, high schools make learners believe that they are adults and may do what they want. Often, it leads them to various problems and dangerous situations. For example, young women can get pregnant; this condition will make it difficult for them to continue their education. Furthermore, both male and female students are vulnerable to many temptations. It refers to the fact that they start smoking and drinking alcohol. It is the first step towards severer problems represented by drug consumption and joining gangs. In this case, it will be difficult for these young people to avoid legal issues. Once they arise, the fact of when a dropout will occur is only a question of time.

Education presents many benefits, but not all students manage to obtain them. It is believed that a significant part of all students drop out of high school before they graduate from them. There are four groups of the reasons, including educational, financial, psychological, and personal ones. It is impossible to state which group is more crucial or which one has made more students leave their education. When they exist, it is not reasonable to ignore the given state of affairs. As a result, it is necessary to eliminate the effect of these phenomena to make more people finish their education.

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A Non-Profit Organization

• May 19, 2022

The Impact of School Dropouts on Society

There are many reasons why students may drop out of school, including financial difficulties, academic struggles, or family responsibilities. Whatever the reason, dropping out of school can have a significant impact on the individual and on society as a whole.

On an individual level , dropping out of school often leads to lower paying jobs and less job stability. This can lead to a cycle of poverty and difficulty making ends meet. In addition, dropouts are more likely to become involved in crime and to struggle with addiction.

On a societal level , the effects of school dropouts can be far-reaching. Dropouts are more likely to rely on government assistance, which can put a strain on public resources. In addition, they are less likely to vote or participate in other civic activities, which can lead to a decline in the overall health of democracy. Finally, dropping out of school can have a ripple effect, as the children of dropouts are more likely to drop out themselves.

In short, the decision to drop out of school can have serious consequences, both for the individual and for society as a whole.

To take a deeper look, it’s important to look at the variety of reasons that students drop out and dig a bit deeper into them. For example, as mentioned above, financial instability is one of the main reasons for students with high potential to drop out. This increases the already slow process of employing workers for highly skilled jobs. This can create huge economic losses for the society.

Another reason would be substance abuse, as found out during a 2018 research study for the reasons why students choose to drop out. Addiction to substances such as drugs and alcohol can lead to students completely disconnecting themselves from the educational system and needing extensive rehabilitation therapy to come back to that stage again. This can not only affect the individual but also the entire society; as the cases of substance abuse increases, more students choose to drop out, and lesser go to college or pursue further education or jobs which create a stunt in growth for the society as a whole. This in-turn adds to the problems mentioned above: not voting, relying on government assistance, and creating a loss for the society as a whole in general. In order to reduce this, a lot of countries have chosen to introduce substance abuse courses which outline the consequences that are caused by substance abuse.

What we fail to realise at times is that a lot of the times dropping out is not the student’s ideal choice at all. Family responsibilities have been recorded as one of the most demanding reasons for student’s to leave school or college early. This can be due to an untimely death of a parent or simply because parents force children to drop out because they believe working and earning money is more important, which is usually difficult without a certified degree. Furthermore, this can cause a hierarchy of drop outs, as children see their parents dropping out, they follow the same footsteps. This can harm the society as the number of educated individuals reduces and therefore jobs that require skill are forced to employ people who may not be as great as the ones who could be if they didn’t drop out.

Therefore, dropping out of school or college can not only harm one’s individual growth, but also the society’s growth as a whole. This can lead to underdeveloped economies and low employment rates, which in-turn create low living standards for the citizens and increase poverty in the country. This is why education, and finishing school and college, is highly important for not only the person, but the society as a whole.

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Essay Samples on Dropping Out of School

Weighing the consequences: an exploration of dropping out of high school.

The decision to drop out of high school is a significant and complex one, carrying lasting implications for individuals and society as a whole. This essay delves into the factors that may lead to the choice to drop out, the potential consequences of such a...

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Solutions to Prevent High School Dropouts

The issue of high school dropouts is a multifaceted challenge that impacts individuals, communities, and society at large. High school education is a critical foundation for future success, and dropping out can lead to limited opportunities, reduced earning potential, and increased social disparities. This essay...

Decision Making: The Presence Of School Dropouts

Why do students dropout of high school? Every year, it becomes more common that thousands of teenagers in America would drop out of high school without diplomas, this is a strong epidemic expressed through the documentary “Dropout Nation,” which visually represents the crippling reasons behind...

Role Of High School Freshman Year In Determining Academic Performance

Initially, freshman year helps determine a student’s risk of failing and dropping out. When you go into high school, you become responsible for yourself. This means people are no longer consistently looking over your shoulder and telling you what to do. As a result, some...

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Comparative Analysis of Student Dropouts from the 1990s and 2010s

Education is a systematic process where knowledge, experience, and ability are obtained (Parankimalil, 2012). In this process, humans develop their knowledge, personality and behaviour (Farooq, 2012). Through this development people become more independent. They become more aware and have a better understanding on what is...

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The Effects of Bullying in Schools and How to Prevent It

Impact of Bullying in Schools Research found that harassing harmfully affects student's execution. (Cynthia 2014) contended that refinement in connection between scholarly execution and tormenting level contingent upon student's scholastic accomplishment. Effect of harassing on student's capacity to perform and accomplish scholastically was examined (Block...

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Best topics on Dropping Out of School

1. Weighing the Consequences: An Exploration of Dropping Out of High School

2. Solutions to Prevent High School Dropouts

3. Decision Making: The Presence Of School Dropouts

4. Role Of High School Freshman Year In Determining Academic Performance

5. Comparative Analysis of Student Dropouts from the 1990s and 2010s

6. The Effects of Bullying in Schools and How to Prevent It

7. Reasons Behind the Increased Suicide Rate Among High School Students

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Facing the School Dropout Dilemma

• Schools and Classrooms

Introduction

The UN Convention on the Rights of the Child states that every child has the right to an education that develops their “personality, talents and mental and physical abilities to their fullest potential.” According to the Alliance for Excellent Education (AEE) (2011), an estimated 1.3 million American high school students drop out every year; a disproportionate number of whom are youth of color.

The nation’s children are its future workers, citizens, and leaders. Education remains the major tool by which people become empowered and the economic, social, and personal well-being of all citizens in a pluralistic society increases. A high dropout rate diminishes the pool of qualified people from diverse backgrounds who will enter the professional and political ranks that make important public policy decisions (APA, 1996). The mission for every school should be to educate students to equip them to become “knowledgeable, responsible, socially skilled, healthy, caring, and contributing citizens” (Greenberg et al., 2003).

The fact that so many students never complete high school has a deep and wide-ranging impact on the U.S.’s long-term economic outlook. The U.S. Department of Education, National Center for Education Statistics (NCES) (2011) reports that the median income of persons ages 18 through 67 who had not completed high school was roughly $25,000 in 2009. At current rates, a significant segment of the population will remain entrenched in poverty while on a global scale the competitiveness of the American labor force will continue to lag behind.

APA has a longstanding commitment to school dropout prevention as is evident from its 1996 resolution on the topic (APA, 1996)  (PDF, 18KB).

NCES reports that on average, 3.4 percent of students who were enrolled in public or private high schools in October 2008 left school before October 2009 without completing a high school program. Broken down by race, the estimated event dropout rates were 2.4 percent for Whites, 4.8 percent for African Americans, and 5.8 percent for Latinos. NCES did not find a significant difference in the 2009 event dropout rates for males and females. In terms of age, older students (ages 20 through 24) are at a greater dropout risk than students aged 15 through 17.

A strong link exists between poverty and high school dropout rates. Students from low-income families dropped out of high school five times more than students from high-income families in 2009.

The term “dropout factories” was coined to refer to high schools that graduate 60 percent or less of their students. Those schools produce 50 percent of the nation’s dropouts and two-thirds ethnic minority dropouts according to the Alliance for Excellent Education (2011). The dropouts are highly influenced by poverty in the school locations. Dropout factories are mainly found in 15 states primarily in the North, West, and South of the U.S. (Balfanz & Legters, 2004). These schools are only 12 percent  of the national total yet they are estimated to produce about half of the nation’s dropouts overall (Balfanz & Legters, 2004). Slight good news is that dropout factories have continued to decline; estimated at 1,634 in 2009 compared to 2,007 in 2002 and 1,746 in 2008, according to America’s Promise Alliance (2011). However, an estimated 2.1 million students still attend dropout factories as of 2009, 183,701 students fewer than in 2008 (America’s Promise Alliance, 2011).

The overriding common characteristic for these schools is location in poverty-stricken areas with high rates of unemployment, crime, and ill health. In addition, their student bodies are comprised disproportionately of children of color (Balfanz & Legters, 2004). More than 60 percent of black students attend schools where more than 50 percent of the school population is identified as living in poverty, compared to 18 percent of white students (Alliance for Excellent Education, 2011).

Approximately 42 percent of Hispanic students, 43 percent of African American, and 46 percent of American Indian students will not graduate on time with a regular diploma, compared to 17 percent of Asian students and 22 percent of white students (AEE, 2011).

These “dropout factories” are estimated to produce 81 perecnt of Native American, 73 percent of African American, 66 percent of Latino, and 34 percent of White dropouts respectively (Balfanz, 2007). 

Ethnic minority students who are fortunate enough to attend middle class or affluent high schools are promoted to the 12th grade at similar rates as their White peers (Balfanz & Letgers, 2006).

• However, nearly half of the nation’s African American and Latino students attend high schools in low-income areas with dropout rates that hover in the 40-50 percent range (Balfanz & Letgers, 2006; Children’s Defense Fund, 2004).

Research is discovering that dropouts arise from an accumulation of various risk factors throughout children’s schooling that peak once in high school. It is increasingly evident that school dropout prevention must begin as early as possible. Some researchers have identified early predictors of dropout in children before they are enrolled in kindergarten (Hammond, Linton, Smink & Drew, 2007).

Early childhood lays the foundation upon which to build future academic success. It provides a critical window for optimal brain development; 90 percent of brain development is estimated to occur before age five (Jensen, 1998).

Early childhood is also a period when children are most vulnerable to environmental risk factors such as poverty, malnutrition, trauma/abuse, or maternal depression (National Center for Children in Poverty, 1999).

Recipients of high quality early childhood education (i.e., consisting of a holistic, nurturing, consistent, and stimulating curriculum) exhibit lower rates of grade retention, higher levels of academic achievement, fewer special education services, and a stronger commitment to graduate from high school (Stegelin, 2004).

Early literacy development is also vital to later academic success. Children with poor reading skills are more likely to repeat a grade setting the stage for a pattern of failure in school. The fundamentals for being a good reader (i.e., cognitive and language skills) are learned before children reach school age (National Dropout Prevention Center/Network, 2009).

Interventions targeted at children during the birth-to-three, preschool, and kindergarten stages can prepare them to enter elementary school with good language development, cognitive skills, and self concept regardless of their family backgrounds or personal characteristics (National Dropout Prevention Center/Network, 2009).

As children progress through school, their failure to meet certain milestones is highly predictive of later dropout. Parents and educators should be particularly vigilant regarding each child's academic performance. Recognizing the warning signs promptly is crucial to early and effective intervention.

By the third grade, it is very important for children to have mastered how to read since it underpins future learning in the upper elementary grades where more complex reading skills are required. They should have transitioned from "learning to read to reading to learn" (Annie E. Casey Foundation, 2010).

As children progress through the sixth and eighth grades, poor academic performance in math and English, low reading scores, absenteeism, and disengagement from school become very reliable predictors of whether they will later drop out of high school (Kennelly & Monrad, 2007).

On the individual level, it is also important to consider children's beliefs in their own competence and motivation to succeed academically. Research seems to indicate that children's beliefs in their abilities tend to become increasingly negative as they grow older, at least through early adolescence. When children believe they are less competent in certain academic activities, they tend to value them less which has negative implications for the effort they will put into school work (Wigfield & Eccles, 2000).

Student effort (i.e., the level of school attachment, involvement, and commitment) is highly correlated with more positive academic outcomes (Stewart, 2008).

Peer associations also have an important effect on academic outcomes. Peer relationships can create a set of norms and values that either promote or undermine academic achievement. Meaningful (or positive) relationships with peers that promote psychological and life skills may promote academic achievement and motivation, however, negative peer pressure or social disapproval toward school work might lead some students to drop out of school (Stewart, 2008; Nicholas & White 2001).

The transition into ninth grade can also be particularly difficult for many youth. At this stage, many students move from middle schools into high schools where they are likely to feel lost and where academic rigor increases substantially (Balfanz, 2007).

Many students are held back in the ninth grade and subsequently do not get promoted to or drop out in the tenth grade creating the "ninth grade bulge" and "tenth grade dip" in school enrollments. The ninth grade attrition rate is exacerbated by poverty; 40 percent of dropouts in low income schools leave after ninth grade compared to 27 percent of dropouts in low poverty districts (National High School Center, 2007).

Poor grades, poor attendance, and disengagement from school become particularly threatening to the completion of high school at this stage and four major high school dropout categories begin to emerge (Balfanz, 2007):

• Life events – dropout is prompted by something that happens to the student outside of school, e.g., teen pregnancy, foster care placement, high school mobility.
• Fade outs – dropout is prompted by frustration and boredom with school even though the student has not repeated or failed any grades.
• Push outs – dropouts are subtly or explicitly encouraged to withdraw or transfer away from school because they are perceived to be difficult or detrimental to the success of the school.
• Failure to succeed – dropouts leave school after a history of academic failure, absenteeism, or lack of engagement.
• In addition to improving the quality of the school environment, students benefit from prevention programs that enhance their social and emotional assets (e.g., managing emotions and interpersonal situations effectively, establishing positive goals, enhancing feelings of competence) (Greenberg et al., 2003).
• Partnership between schools and families to encourage learning
• Safe and orderly school and classroom environments
• Caring relationships between students and teachers
• Cooperative learning and proactive classroom management
• High academic expectations of youth from both adults and peers.

It is evident from the statistics above that a disproportionate number of ethnic minority students drop out of high school. These disparities are particularly pronounced for African American, American Indian/Alaska Native, and Latino youth.

The predictors of dropout (i.e., delayed reading skills, grade retention, absenteeism, and school disengagement) are significantly higher for students of color, which can be linked primarily to higher rates of poverty, less access to high quality early childhood education, and higher representation in "dropout factories".

For Latino youth in particular, a significant number are recent immigrants who are English- language learners, i.e., not fully fluent in English and speak another language at home, which exacerbates their risk of dropping out or not completing high school on time (Fry, 2003).

Recent encouraging research has found that young Latino children in low-income areas show strong social skills in the classroom due to good parenting practices that facilitate learning in elementary school. However, these gains are undermined by mediocre schools as they grow older (Fuller & Coll, 2010).

Several risk factors affect children born at the intersection of race and poverty throughout their development predicting school failure or dropout and entry into the juvenile justice system. Children of color struggling academically or acting out are often met with police intervention, suspensions, or expulsions instead of appropriate academic intervention in schools of poor quality (Children's Defense Fund, 2007).

African American students in particular are disciplined or suspended at disproportionate rates for reasons that include lack of teacher training (in classroom management or culturally competent practices) and racial stereotypes only contributing further to disengagement and later dropout from school (APA, 2008).

Risk of falling into the school to prison pipeline is particularly pronounced for boys of color with approximately 1 in 3 African American boys and 1 in 6 Latino boys projected to become incarcerated at least once in their lifetimes (Children's Defense Fund, 2007).

• intensive instruction (longer school hours and Saturday school),
• monitoring and encouragement of attendance,
• student mentoring,
• after-school and extra-curricular programs,
• high expectations of students from adults and peers,
• engagement and involvement of parents, families, and communities have demonstrated positive results in academic achievement and dropout prevention for students of color (APA, 2008; Balfanz & Legters, 2004; Toldson, 2008; U.S. Department of Education, 2006).

For dropout prevention to be successful for low-income minority students in many of our nation's schools, attention must be paid to social and emotional factors that support academic achievement i.e., academic and school attachment, teacher support, peer values and overall mental health and wellbeing (Becker & Luthar, 2002).

Precise statistics on dropout rates among lesbian, gay, bisexual, and transgender students (LGBT) are difficult to find, although some have estimated that almost a third of LGBT students drop out of high school, more than triple the national rate (Bart, 1998).

The main cause of dropout among LGBT high school students appears to be the hostile school climate created by continual bullying and harassment from peers due to their sexual orientation. Nearly nine out of 10 LGBT students (86.2 percent) experienced harassment at school in the past year, three-fifths (60.8 percent) felt unsafe at school because of their sexual orientation, and about a third (32.7 percent) skipped a day of school in the past month due to feeling unsafe (Kosciw, Diaz & Greytak, 2008).

A national survey data found that LGBT students fared worse on many measures of academic achievement and school engagement than their peers (i.e., having a lower GPA, higher likelihood of failing a class, and less positive feelings towards teachers or school in general) (Pearson, Muller & Wilkinson, 2007).

LGBT students stand to benefit from school policies that counteract bullying and harassment; support the coming out process, and reaffirm the dignity and rights of all students (APA, 2008; U.S. Department of Education, 2007).

NCES reports that in 2009, the event dropout rate for students with disabilities was not significantly different from dropout rate for students without disabilities. From 1996–1997 through 2005–2006, the percentage of students who exited special education and school (dropped out) decreased from 45.9 percent to 26.2 percent (U.S. Department of Education, 2011).

More still, U.S. Department of Education data from 2005-2006 shows that students with disabilities who do not complete high school had emotional disturbance (44.9 percent); , speech or language impairments (22.7 percent), and specific learning disabilities (25.1 percent); intellectual disabilities (22.3 percent), and other health impairments (23.4 percent). On a positive note, during the same period 56.5 percent of students with disabilities graduated with a high school diploma.

Although there are fewer data available, students with disabilities, especially those with emotional and behavioral disorders, appear to be suspended and expelled at rates disproportionate to their representation in the population (APA, 2008).

In addition, arrest rates are relatively high for students with disabilities who drop out. Approximately one-third of students with disabilities who drop out of high school have spent a night in jail; triple the rate of students with disabilities who have completed high school (Wagner, Newman, Cameto, Levine & Garza, 2006).

One dropout prevention program that has been successful with students with disabilities uses consistent monitoring of students at risk of dropout (e.g., course failures, tardiness, missed classes, absenteeism, detention and suspension) and then connecting with them through academic support, in-depth problem solving, and coordination with community services (U.S. Department of Education, 2006).

The societal and economic costs of a high dropout rate for the U.S. are gigantic. It is estimated that approximately 12 million students will dropout over the next decade or so costing the U.S. about $3 trillion (AEE, 2007). Dropouts are far more likely to experience reduced job and income opportunities, chronic unemployment, incarceration, or require government assistance than the rest of the population.

In 2009, the average annual income for a high school dropout was $19,540, compared to $27,380 for a high school graduate.

High school dropouts are bearing the brunt of the ongoing recession more than the rest of the population. While the national unemployment rate as of January 2012 is 8.3 percent, for individuals without a high school diploma it is 13.1 percent compared to 8.4 percent for high school and 4.2 percent for college graduates (U.S. Department of Labor, Bureau of Labor Statistics, 2012).

The risk of incarceration (jails, prisons, juvenile detention centers) for male dropouts is significant. In 2007, male dropouts aged 16-24 were 6.3 times more likely to be institutionalized than high school graduates and when compared with those with a bachelor degree or higher, their risk skyrocketed to 63 times more likely, according to the Center for Labor Market Studies (2009).

On a global scale, the U.S. is underperforming its competitors. The U.S. ranks eighth from the bottom in a comparison of high school graduation rates among the 30 member countries of the Organization for Economic Cooperation and Development (OECD, 2009).

It has been estimated that if dropouts from the Class of 2009 had graduated, the nation’s economy would benefit from nearly $335 billion in additional income over the course of their lifetimes (AEE, 2010).

Just halving the Class of 2008 dropout rate in the nation’s largest cities has been estimated to bring several billion additional dollars in economic benefits including increased earnings, home and auto sales, jobs, tax revenue, spending and investment, and long term economic growth (AEE, 2010).

Dropping out of high school severely limits the chances of future success for far too many children. It deepens and continues the cycle of poverty into future generations. Receiving a good education is the lifeline by which many youth can lift themselves out of poverty. Facing the high school dropout dilemma will require commitment and investment in high quality early childhood education, attention to social and emotional learning, continual monitoring of student attendance and academic progress, intensive instruction for those falling behind, using alternatives to school push-out, fostering of a positive school climate, and engagement with parents, families, and communities. America’s future depends on the delivery of a high quality education to all children regardless of race/ethnicity, socioeconomic status, sexual orientation, or disability so they may develop to their fullest potential.

APA Center for Psychology in Schools and Education

Alliance for Excellent Education

America’s Promise Alliance

Collaborative for Academic, Social, and Emotional Learning

Children’s Defense Fund

National Center for Education Statistics

National Dropout Prevention Center/Network

National Dropout Prevention Center for Students with Disabilities

What Works Clearinghouse (Institute for Education Sciences)

Alliance for Excellent Education (2011). The high cost of high school dropouts: What the nation pays for inadequate high schools . (PDF, 640KB) 

Alliance for Excellent Education (2010). The economic benefits from halving the dropout rate: A boom to businesses in the nation’s largest metropolitan areas. (PDF, 6MB)

American Psychological Association (2008). Are zero tolerance policies effective in the schools? An evidentiary review and recommendations. American Psychologist, 63 (9), 852–862.

American Psychological Association (2008). Just the facts about sexual orientation & youth: A primer for principals, educators, & school personnel .

American Psychological Association (2008). Resilience in African American children and adolescents: A vision for optimal development .

American Psychological Association (1996). Resolution on school dropout prevention . (PDF, 21MB) 

American Psychological Association (1992). Resolution on lesbian, gay, and bisexual youths in the schools . 

Annie E. Casey Foundation (2010). Early warning! Why reading by the end of third grade matters . (PDF, 12MB) 

Balfanz, R. & Legters, N. (2004). Locating the dropout crisis: Which high schools produce the nation’s dropouts? Where are they located? Who attends them ? . (PDF, 313KB) Retrieved from John Hopkins University Center for Social Organization of Schools Website.

Balfanz, R. (2007, August 16). Locating and transforming the low performing high schools which produce the nation‘s dropouts . (PDF, 39KB)  

Balfanz, R. (2007, May). What your community can do to end its drop-out crisis: Learning from research and practice . (PDF, 270KB) Paper presented at the National Summit on America’s Silent Epidemic, Washington, D.C.

Balfanz, R., & Legters, N. (2006). Closing ‘dropout factories’: The graduation-rate crisis we know, and what can be done about it. Education Week, 25 (42), 42-43.

Balfanz, R., Legters, N. & Jordan, W. (2004). Catching up: Impact of the talent development ninth grade instructional interventions in reading and mathematics in high-poverty high schools. (PDF, 202KB)

Bart, M. (1998, September). Creating a safer school for gay students. Counseling Today, 26 , 36- 39.

Becker, B. & Luthar, S. (2002). Social-emotional factors affecting achievement outcomes among disadvantaged students: Closing the achievement gap. Educational Psychologist, 37 (4), 197-214.

Center for Labor Market Studies (2009, October 1). The consequences of dropping out of high school: Joblessness and jailing for high school dropouts and the high cost for taxpayers . (PDF, 83KB)

Center for Mental Health in Schools at UCLA. (2011, October). Dropout prevention . (PDF, 155KB) Los Angeles, CA.

Children’s Defense Fund (2007). America’s cradle to prison pipeline . (PDF, 212MB) (updated 04/20/12). 

Children’s Defense Fund (2004, June). The road to dropping out: Minority students and academic factors correlated with failure to complete high school . (PDF, 162KB)

Fry, R. (2003). Hispanic youth dropping out of U.S. schools: Measuring the challenge. (PDF, 224KB) 

Fuller, B. & Coll, C. G. (2010). Learning from Latinos: Contexts, families, and child development in motion: Introduction to the special section. Developmental Psychology, 46 (3), 559–565.

Gleason, P. & Dynarski, M. (2002). Do we know whom to serve? Issues in using risk factors to identify dropouts. Jou rnal of Education for Students Placed at Risk, 7 , 25–41.

Greenberg, M., Weissberg, R., O’Brien, M., Zins, J., Fredericks, L., Resnik, H., & Elias, M. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58 (6/7), 466-474.

Hammond, C., Linton, D., Smink, J., & Drew, S. (2007). Dropout risk factors and exemplary programs . (PDF, 2MB) 

Jensen, E. (1998). Teaching with the brain in mind . Alexandria, VA: Association for Supervision and Curriculum Development.

Kennelly, L. & Monrad, M. (2007). Approaches to dropout prevention: Heeding early warning signs with appropriate interventions . (PDF, 1.5MB) Washington, D.C.: National HIgh School at the American Institutes for Research.

Kosciw, J. G., Diaz, E. M., & Greytak, E. A. (2008). 2007 national school climate survey: The experiences of lesbian, gay, bisexual and transgender youth in our nation’s schools . (PDF, 1.2MB)   

National Dropout Prevention Center/Network (2012). Early Literacy Development . 

National Dropout Prevention Center/Network (2009). Effective strategies – Early childhood education .

National High School Center (2007). The first year of high school: A quick stats fact sheet . (PDF, 275KB) Washington, D.C.: National High School Center at the American Institutes for Research.

National Center for Children in Poverty (1999). Poverty and brain development in early childhood . Washington, D.C.: Author.

Nichols, J. D., & White, J. (2001). Impact of peer networks on achievement of high school Algebra students. Journal of Educational Research, 94 (5), 267-273.

Organization of Economic Cooperation and Development (2009). Education at a glance 2009: OECD indicators . (PDF, 4.5MB)

Pearson, J., Muller, C., & Wilkinson, L. (2007). Adolescent same-sex attraction and academic outcomes: The role of school attachment and engagement . Social Problems, 54(4), 523– 542.

Stewart, E. B. (2008). School structural characteristics, student effort, peer associations, and parental involvement: The influence of school- and individual-level factors on academic achievement. Education and Urban Society, 40 (2), 179-204.

Stegelin, D. (2004). Early childhood education. In F. P. Schargel & J. Smink (Eds.) Helping students graduate: A strategic approach to dropout prevention, 115-123. Larchmont, NY: Eye on Education.

Toldson, I. (2008). Breaking barriers: Plotting the path to academic success for school age African American male s.  (PDF, 3.5MB) 

U.S. Department of Education (2011, October). Trends in High School Dropout and Completion Rates in the United States: 1972–2009 . (PDF, 1.4MB) Compendium Report. 

U.S. Department of Education (2007). 28th annual report to Congress on the implementation of the Individuals with Disabilities Education Act, 2006: Vol. 1 . ( PDF, 2.5MB)

U.S. Department of Education, Institute of Education Sciences (2011, October). Intervention report: Check and connect.  (PDF, 293KB)

U.S. Department of Education, Institute of Education Sciences (2006). What Works Clearinghouse. Intervention report: Achievement for Latinos through academic success (ALAS) . (PDF, 126KB)

Wagner, M., Newman, L., Cameto, R., Levine, P., & Garza, N. (2006, August). An overview of findings from wave 2 of the National Longitudinal Transition Study-2 (NLTS2) . (PDF, 406KB)

Wigfield, A., & Eccles, J. S. (2000). Expectancy value theory of achievement motivation. Contemporary Educational Psychology, 25 , 68-81.

Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (2004). Building academic success on social and emotional learning: What does the research say? New York, NY: Teachers College Press.

Related Reading

APA Resolution on School Dropout Prevention (PDF, 24KB)

Small Classes in the Early Grades, Academic Achievement, and Graduating From High School (PDF, 160KB)

Fact Sheet: Education & Socioeconomic Status

Children, Youth and Families Publications and Resources

Psychology Topics

Contact the office on children, youth, and families.

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essay explain briefly what are the causes for students to drop out from university​

   There are many reasons why students may drop out of university, and these can vary from individual to individual. However, some of the most common causes of university dropout include financial issues, academic struggles, personal or family problems, and lack of engagement or interest in the academic program.

   Financial issues are a significant factor for many students who drop out of university. The cost of tuition, textbooks, and other expenses associated with attending university can be overwhelming, and some students find it difficult to keep up with these costs, especially if they are not receiving financial support from their families or scholarships. Many students are also forced to work part-time or full-time jobs to support themselves while attending university, which can be a significant burden on their time and energy.

   Academic struggles are another common cause of university dropout. Some students may find that they are not able to keep up with the academic demands of their program, or they may struggle with particular courses or assignments. This can lead to feelings of frustration and anxiety, and may ultimately result in the student dropping out of university.

   Personal or family problems can also contribute to university dropout. For example, a student may experience a significant life event such as a family member's illness or death, which can make it difficult to continue with their studies. Students may also experience mental health issues such as depression or anxiety, which can make it difficult to focus on their academic work.

   In addition, lack of engagement or interest in the academic program can be a significant factor in university dropouts. Some students may find that the program they have chosen is not as interesting or engaging as they had hoped, or they may feel that their skills or interests are better suited to a different field. This lack of motivation and engagement can make it difficult for students to stay focused on their studies, and may ultimately lead to them dropping out of university.

    In conclusion, there are many reasons why students may drop out of university, and these can be complex and multifaceted. It is important for universities to provide support and resources to help students overcome these challenges, and to create a supportive and engaging academic environment that encourages students to stay committed to their studies.

Explanation:

Related Questions

What we’re the names of three union states that bordered confederate states

Jefferson Davis was their President. Maryland, Delaware, West Virginia, Kentucky and Missouri were called Border States.

if it helped u please mark me a brainliest :-))

farmers commonly use hybrid seeds to improve the quality of thier crops why is that

The advantages of improved crop quality, higher yields, adaptability, and uniformity make hybrid seeds a valuable choice for many farmers striving to enhance their agricultural productivity and profitability.

Firstly, hybrid seeds are specifically bred through controlled cross-pollination between two or more distinct parent plants. This allows breeders to select desirable traits from each parent and create offspring with enhanced characteristics such as higher yield potential, improved disease resistance, better tolerance to environmental stresses, or superior quality attributes. By utilizing hybrid seeds, farmers can improve crop performance and increase productivity.

Secondly, hybrid seeds often exhibit a phenomenon known as hybrid vigor or heterosis . This refers to the superior performance of hybrids compared to their parents in terms of growth, yield, and overall vigor. The combination of genetic material from different parent plants leads to increased genetic diversity in the offspring, resulting in improved traits and greater adaptability to varying environmental conditions. This can be especially beneficial in challenging environments where pests, diseases, or unpredictable weather patterns pose risks to crop production.

Furthermore, hybrid seeds offer more consistent and predictable outcomes compared to open-pollinated varieties. Since hybrids are bred to have specific traits, they tend to exhibit uniformity in terms of plant height, maturity , fruit size, or other desired characteristics. This uniformity facilitates mechanized farming practices, simplifies crop management, and provides greater market appeal due to consistent product quality.

However, it's important to note that hybrid seeds typically require farmers to purchase new seeds each season as the saved seeds from hybrid plants do not produce offspring with the same desirable traits.

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. 5. A nation with a high GDP typically does not invest in human capital, while a nation with a low GDP does invest in human capital. a. True b. False

The statement is incorrect. A nation with a high GDP typically does invest in human capital, recognizing the importance of education, healthcare, and skill development for the overall economic growth and well-being of its population. Investing in human capital refers to the allocation of resources towards improving the knowledge, skills, and health of the workforce. This investment can lead to increased productivity, innovation, and economic competitiveness.

Countries with high GDP often prioritize education and healthcare systems, provide opportunities for vocational training, and promote research and development to enhance human capital. These investments contribute to the long-term sustainable development and economic success of the nation.

What is the cause and effect?

Cause and effect is a relationship between two events or actions where one event or action (the cause) brings about another event or action (the effect).

In other words, the cause is the reason behind something happening and the effect is the result of that cause. For example, if a person doesn't study for a test, the cause is their lack of preparation , and the effect is that they might fail the test.

Understanding cause and effect helps us make sense of the world around us and identify why things happen. It is an important concept in many areas of study, including science, history, and economics. In order to fully understand the relationship between cause and effect, it is important to analyze both the cause and the effect, as well as the factors that contribute to each.

By doing so, we can gain a deeper understanding of the complex systems and interactions that shape our world.

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Has Biden considered the feelings of Americans when the United States participates in the G7 Summit in Hiroshima?

There is no indication that Biden has considered the feelings of Americans regarding the G7 Summit in Hiroshima .

As far as we know, there has been no official announcement that the United States will participate in the G7 Summit in Hiroshima, Japan.

However, if the US does attend, it is likely that President Biden and his team will carefully consider the historical significance of the location.

Hiroshima was the site of the first atomic bombing in history, and it remains a symbol of the devastating consequences of nuclear war.

It is possible that some Americans may have strong feelings about the US participating in an event held in Hiroshima, but ultimately, the decision to attend would likely be based on factors such as diplomatic relations and global cooperation .

It is also worth noting that President Obama visited Hiroshima during his presidency in 2016, which was seen as a significant moment in US-Japan relations.

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What can be done to decrease our dependence on fossil fuels? Select all that apply. Conserve energy. Keep using energy at the current pace. Use alternative sources of energy. Use more fossil fuels.

Conserve energy: By conserving energy, we can reduce our energy consumption and reduce our reliance on fossil fuels.

Use alternative sources of energy:  Alternative sources of energy, such as solar, wind, and hydropower, can be used to produce energy without using fossil fuels.

How has your personal circumstance been influenced by your external situations?

External situations , such as the environment, economic conditions, and societal norms, can significantly impact an individual's personal circumstances. For instance, the economic state of a country may affect job opportunities and financial stability, influencing one's career choices and quality of life.

Additionally, the cultural context and societal expectations in which an individual lives can shape their beliefs, values, and behavior. This may include factors like family structure, gender roles, and traditions, which can guide or constrain the choices available to an individual.

Education and access to resources also play a crucial role in shaping personal circumstances . The availability of quality education, healthcare, and other essential services can directly impact one's personal growth and opportunities. In contrast, limited access to these resources can hinder development and limit one's potential.

Furthermore, personal relationships , such as friendships, family ties, and professional networks, can also influence one's personal circumstances. These connections can provide support, guidance, and opportunities, which can be essential for overcoming challenges and achieving goals.

In conclusion, various external situations can shape an individual's personal circumstances by affecting their opportunities, resources, and relationships. Recognizing these influences can help one better understand the factors that contribute to personal growth and development.

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Share your sales pitch or brochure with a friend, classmate, or a family member. Ask for some feedback. Tell your reviewer to focus on how well the writing fits the task you were given. Your sales pitch should make a good argument about why a customer would want to visit the region you’ve chosen. Your writing should be engaging. Ask the reviewer to check on how well the writing is suited to the target audience—the customers of the travel agency. After you get feedback about your pitch, write three to four sentences describing the feedback you received from your reviewer. Make note of what was good about your pitch, areas that might need improvement, and how you would rework your pitch based on the feedback.

The reviewer to check on how well the writing is suited to the target audience—the customers of the travel agency, way of writing are:

Dear [Reviewer's Name],

I hope this message finds you well! I'm excited to share with you my sales pitch for a travel destination . I've chosen the captivating region of Tuscany, Italy, known for its breathtaking landscapes, rich history, and world-renowned cuisine. I'd appreciate your feedback, particularly on how well the writing aligns with the task and how engaging it is for the target audience of the travel agency's customers.

[Sales Pitch]

Once you've had a chance to review it, I would love to hear your thoughts. Please let me know what aspects of the pitch resonated well, any areas that could use improvement, and any suggestions you may have for making it more captivating and appealing to potential travelers.

Thank you in advance for taking the time to provide your feedback. Your insights will be invaluable in refining my sales pitch and ensuring its effectiveness for the target audience.

Warm regards,

[Your Name]

Feedback: The reviewer found the pitch to be engaging and well-suited to the target audience of the travel agency's customers. They particularly enjoyed the vivid descriptions of Tuscany's landscapes and the emphasis on its culinary delights. The reviewer noted that the pitch effectively presented the region as a desirable destination, highlighting its historical and cultural attractions.

They suggested adding more specific examples or recommendations for activities or sights to enhance the pitch's persuasive power. Additionally, they recommended incorporating testimonials or quotes from satisfied travelers to add credibility and further engage the target audience.

Based on this feedback, I would rework my pitch by including specific recommendations such as visiting iconic landmarks like the Leaning Tower of Pisa or taking a cooking class to learn authentic Tuscan recipes. I would also incorporate customer testimonials to provide social proof and create a stronger sense of connection with potential travelers.

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What was the main result of the Mendez v. Westminster decision?

History Carnival

The main result of the Mendez v. Westminster decision was the ruling that segregation of Mexican and Mexican-American students in Orange County, California, schools was unconstitutional. The federal court's decision in this case paved the way for the desegregation of schools in California and ultimately helped to establish the principle of equality in education regardless of race or ethnicity.

A ____ legislature has rules in place to limit the number of proposed bills during a single session. A. national B. state C. federal D. local​

A state legislature has rules in place to limit the number of proposed bills during a single session . The correct option is B.

In the US, state legislatures are the legislative body in charge of passing legislation at the state level. These legislative bodies, like the Senate and the House of Representatives, are often bicameral, meaning that they have two distinct chambers or houses. In order to control the workload and guarantee the effectiveness of the legislative process, state legislatures frequently have laws in place that impose a cap on the number of proposed measures that may be filed in a single session .

Thus, the ideal selection is option A.

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In Obama quote, he says. The government will create or save 3.5 million jobs over the next two years

The statement you mentioned is a paraphrased quote from former President Barack Obama.

During his presidency, in response to the economic crisis of 2008, Obama implemented a stimulus package known as the American Recovery and Reinvestment Act (ARRA). The objective of this legislation was to stimulate economic growth, create jobs, and provide relief to the American people.

The claim that the government would "create or save 3.5 million jobs over the next two years" was a projection based on the anticipated impact of the ARRA. The intention was to inject funds into various sectors of the economy, including infrastructure, healthcare, education, and renewable energy, to spur job creation and alleviate the effects of the recession.

It is important to note that the 3.5 million jobs figure represented an estimate and was not a guarantee. Assessing the exact number of jobs created or saved can be challenging due to the complexities of tracking and measuring such impacts accurately. The ARRA did have a positive impact on employment, but the specific number of jobs directly attributable to the legislation is a matter of debate among economists.

The statement refers to President Obama's projection that the government's actions, particularly through the implementation of the ARRA, would lead to the creation or preservation of 3.5 million jobs over a two-year period.

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in what ways does the media play an important role in democracy​

The media plays lot of important roles in democracy and one of them is carrying the people along with the decision of the government.

As we know that democracy is the government of the people by the people and for the people. In democracy, people need to be carried along in the decision making and execution of the major decisions, government cannot do that without the help of the media.

Media in this context means means channel of communication. It is the means by which information is disseminated and communication is transferred.

A government cannot be classified as democratic without the freedom of the press and the press is one the major sub of Media.

Basically, the media is used in democracy as tools to communication and dissemination of information . Also, through the media, the people can express their grievances to the government.

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it provides news and discusses events taking place around the country and all over the world.

1. Discuss how industrialization has changed society by addressing these points: • How the Industrial Revolution gave rise to adolescence as a new stage of the life course • Structural functionalist Émile Durkheim's view of what held society together after the breakdown of traditional preindustrial communities • Conflict theorist Karl Marx's view of why wealthy industrialized countries have so many poor people • Symbolic interactionist Max Weber's explanation of how social changes in the Industrial Revolution led to rational decision making and the creation of bureaucracies (15 points)

The Industrial Revolution, which began in the late 18th century, had a significant impact on society in various ways. Here are some points on how industrialization has changed society:

The Industrial Revolutio n gave rise to adolescence as a new stage of the life course: With the rise of factories and the growth of urban areas, the traditional family structure changed, and young people were no longer needed to work on farms or in family businesses.

Structural functionalist Émile Durkheim's view of what held society together after the breakdown of traditional preindustrial communities: Durkheim believed that the breakdown of traditional preindustrial communities was due to the social changes brought about by industrialization.

Conflict theorist Karl Marx's view of why wealthy industrialized countries have so many poor people: Marx believed that industrialization created a class-based society where the wealthy capitalist class exploited the working-class.

Symbolic interactionist Max Weber' s explanation of how social changes in the Industrial Revolution led to rational decision making and the creation of bureaucracies: Weber argued that social changes brought about by industrialization led to rational decision making and the creation of bureaucracies.

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Question 37 (12 points) The purposes of the government according to the preamble of the Constitution are listed as: Establish Justice, Insure Domestic Tranquility, Provide for the Common Defense, Promote the General Welfare, and Secure the Blessing of Liberty. Determine the most important purpose listed in your view, and evaluate how well the government is fulfilling it.

In the Preamble list, the most important purpose listed in my view is to " Secure the Blessings of Liberty ."

Its ability to secure the blessings of liberty is constantly being evaluated and debated. United States has been a leader in the protection of individual freedoms and liberties and there have been times when these liberties have been threatened or curtailed.

The government has implemented measures in name of national security and public safety that have raised concerns about privacy and civil liberties. It also hande issues such as mass surveillance, immigration, and free speech have been subject to criticism and scrutiny.

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Television changed the nature of political communication because it

Answer:It gave the public audience the ability to see what officials looked like and see the effects of their actions.

Explanation:It gave the public audience the ability to see what officials looked like and see the effects of their actions.

Social Exchange Theory

Social exchange theory is a sociological and psychological perspective that explains social behavior in terms of a cost-benefit analysis. According to this theory, people are rational decision-makers who engage in social interactions based on the rewards and costs that they perceive to be associated with those interactions.

Rewards may include social approval, financial gain, and emotional support, while costs may include time, effort, and emotional stress.

Social exchange theory is often used to explain why people form and maintain relationships, as well as why they may end them. For example, the theory suggests that people will continue to invest in a relationship as long as the rewards outweigh the costs. However, if the costs become too high or the rewards too low, individuals may choose to end the relationship.

The theory also helps to explain why people may engage in behaviors that are not necessarily in their best interest , such as staying in an abusive relationship. In such cases, the rewards of the relationship (such as love or security) may be perceived to outweigh the costs (such as physical harm or emotional abuse).

Overall, social exchange theory provides a framework for understanding how individuals make decisions in social situations, and how these decisions can affect the outcomes of their relationships.

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Why does the government collect taxes? 1. to encourage businesses to manage their finances wisely 2. to collect revenue to pay wages of government employees 3. to provide services for the community 4. to remind citizens of the authority of the government

3. to provide services for the community

The government collects taxes to pay for the goods and services it provides to its citizens. Such services include education, road infrastructure, law enforcement, libraries, parks and military protection. Although citizens may consider taxation as punitive, it is vital to appreciate the fact that government cannot run without them.

What is the target market of credit union

Credit unions typically have a target market of individuals or organizations who share a common bond, such as a particular profession, community, or interest group. This common bond forms the basis for membership eligibility, which is a requirement for joining a credit union.Credit unions are generally not-for-profit organizations that are owned and operated by their members. As such, their target market is often people who are looking for a financial institution that is focused on serving their needs rather than generating profits for shareholders.In addition, credit unions typically offer competitive interest rates on loans and savings accounts, as well as lower fees than traditional banks. This makes them an attractive option for individuals and organizations that are looking for affordable financial services.

10 lines on ''Establishing universities at public and private level for higher education'' from Pakistan? can anyone tell me please, urgent

''Establishing universities at public and private level for higher education '' serves as a wa to help the sudnts to acquire values that an help them to positively influence the society through the knowlege they ill acquire in the university.

The university gives the platform for students to acquire knowledge, The university provide the environent to acquire skills, and professional expertise .

Universities  can be of help to the student for research opportunities  for the advancement of knowledge i n various fields. it help to provide social services  as well as adressing social issues. It helps to contributes to the economic growth of a society.

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how did the U.S. economy change between the time the second President Bush took office in 2001 and the time Barack took office in 2009?

The economy changed due to the financial crisis in 2008. The housing market was impacted by the crisis, and evictions and foreclosures began. The stock market responded in a major plummet and business became too fail. This caused unemployment worldwide. Thanks to Congress, the approved "Bailout Bill" helped bring the countries economy up and provided billions of dollars to the economy.

Which choice is a good choice for water conservation? Select all that apply. using a bathtub full of water using a half-filled dishwasher taking a shower instead of a bath using a glass of water while brushing your teeth

A good choice for water conservation would be options C. taking a shower instead of a bath and D. using a glass of water while brushing your teeth.

Taking a shower instead of a bath (C) can save a significant amount of water. Showers tend to use less water compared to filling a bathtub, especially if you use a water-saving showerhead. On average, a bath uses about 36 gallons of water, while a 10-minute shower with a water-saving showerhead uses only 20 gallons.

Using a glass of water while brushing your teeth (D) is also an effective method for conserving water. By using glass, you can limit the amount of water you use while brushing, as opposed to leaving the faucet running throughout the process. This simple practice can save around 2-4 gallons of water each time you brush your teeth.

While using a half-filled dishwasher (B) may seem like a water-saving option, it is not an efficient use of water. Running a dishwasher that is not fully loaded means you'll have to run it more often, which can ultimately be wastewater. It is better to wait until the dishwasher is fully loaded before running it to maximize water efficiency.

Using a bathtub full of water (A) is not a water-saving choice, as baths typically use more water than showers. To conserve water, opt for a shower instead and limit your shower time when possible. Therefore, the correct option is C and D.

The question was incomplete, Find the full content below:

Which choice is a good choice for water conservation? Select all that apply.

A. using a bathtub full of water

B. using a half-filled dishwasher

C. taking a shower instead of a bath

D. using a glass of water while brushing your teeth

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Mention most four strategies that you will use to make learners aware.

By employing a combination of education, peer influence, support services, and collaboration with parents, learners can develop a deeper understanding of the risks associated with carrying weapons.

To make learners aware of the risks associated with carrying weapons to school, the following four strategies can be employed:

Education and Information: Implement comprehensive educational programs that raise awareness about the dangers and consequences of weapon possession. This can include classroom discussions, guest speakers, workshops, and informative materials. By providing accurate information, learners can better understand the risks and make informed decisions.

Peer Influence and Role Modeling: Utilize the power of peer influence by promoting positive role models and peer-led initiatives. Encourage students who have overcome challenges or made positive choices to share their experiences, emphasizing the importance of non-violence and conflict resolution.

Counseling and Support Services: Offer counseling services and support systems within the school to address underlying issues that may contribute to the desire or perceived need to carry weapons. Provide a safe and confidential space where students can express their concerns and receive guidance.

Collaboration with Parents and Guardians: Engage parents and guardians by organizing workshops or informational sessions specifically addressing weapon-related issues. Foster open lines of communication to ensure parents are aware of the risks and can support the school's efforts in promoting a safe environment.

These strategies aim to empower students to make responsible choices, prioritize non-violent conflict resolution, and contribute to a safe and inclusive school environment.

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Heating water _______ the amount of dissolved oxygen in water. decreases increases does not impact purifies

Heating water Option A. decreases the amount of dissolved oxygen in the water.

Heating water has a significant impact on the amount of dissolved oxygen in water. This means that less oxygen can dissolve in the water as the temperature rises, resulting in a decrease in the amount of dissolved oxygen in the water. This is because the kinetic energy of water molecules increases as temperature increases, making it more difficult for oxygen molecules to dissolve in the water.

The amount of dissolved oxygen in water is a crucial factor for the survival of aquatic organisms . Most aquatic creatures require a specific level of dissolved oxygen to breathe and live, and the decrease in the amount of dissolved oxygen can be harmful or even fatal to them. Moreover, high temperatures and low oxygen levels create ideal conditions for the growth of harmful bacteria that can damage ecosystems and create water quality issues.

Therefore, it is essential to maintain the optimal temperature and dissolved oxygen levels in the water to support aquatic life and maintain the ecosystem's balance. In summary, heating water decreases the amount of dissolved oxygen in water, which can have negative consequences on aquatic life and water quality. Therefore, the correct option is A.

Heating water _______ the amount of dissolved oxygen in water.

A. decreases

B. increases

C. does not impact

D. purifies

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How do developments in transportation affect economic activity? 1.They lead to decreasing availability of a variety of goods and services. 2.They increase labor costs and create a new category of employee. 3.They increase demand for transportation, raising prices generally. 4.They increase efficiency and decrease the prices of goods and services. please help me you will get 100 points if you help me.

Increased efficiency: Improvements in transportation technology and infrastructure can increase the efficiency of moving goods and people. This can lead to lower transportation costs, faster delivery times, and increased access to markets. In turn, this can stimulate economic activity by increasing the flow of goods, services, and people.Expansion of markets: Improvements in transportation can expand the geographic reach of markets, allowing businesses to access new customers and suppliers. For example, a new highway or railway line may open up previously inaccessible regions, making it possible for businesses to transport goods and people more easily and efficiently.Job creation: Developments in transportation can also create new jobs in industries such as shipping, logistics, and transportation services. This can have a multiplier effect on the economy by creating additional demand for goods and services in other sectors.

What effect did increased credit have on businesses?

By making it simpler for businesses to get the capital they need to expand and grow, increased credit can benefit them. Increased investment, job creation, and economic expansion may result from this. However, as businesses may be more prone to incur debt they cannot afford to repay, increased credit can also result in increased risk. Business financial issues and even bankruptcy may result from this.

In general, firms see a mixed response to additional financing. The total impact will rely on a variety of factors, including the state of the economy and the financial stability of firms, and it may have both positive and negative effects.

Following are some particular instances of how better credit might help businesses:

Credit is a tool that businesses can utilise to finance growth or new initiatives . Sales and earnings may rise as a result of this.

Credit can be used by businesses to solve short-term cash flow issues. Thus, they may be able to avoid bankruptcy .

Credit can be used by businesses to purchase new machinery or technology . They may become more competitive as a result of this.

With expanded credit, there are certain hazards as well, though:

Businesses might be lured to incur excessive debt. If they are unable to pay back the debt, this may result in financial issues.

Credit expansion may cause inflation. Businesses may find it more challenging to compete as a result.

Increased credit can lead to a bubble in the economy. This can lead to a financial crisis if the bubble bursts.

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Fill in the blanks a. River ______________ was born from Maharshi Shrangi's kamandal. b. One of the finest brick temples in India is__________. c. ____________________________________ is the only leaning temple in the world d. Puri, a costal town located at the south end of the Mahanadi Delta, has a famous shrine to Krishna in his form of __________. e. _________________ Temple, on the bank of river Mahanadi, is dedicated to Lord Vishnu.

a) Godavari, b) Sun Temple , c) Huma Temple, d)Lord Jagannath , e) Ananta Vasudeva Temple

a. River Godavari was born from Maharshi Shrangi's kamandal. Maharshi Shringi's kamandal is said to have given birth to the holy river Godavari. This is mentioned in various Hindu scriptures and is a significant event in Hindu mythology.

b. One of the finest brick temples in India is Sun Temple in Konark.

c. The Huma Temple in Odisha , India, is the only leaning temple in the world.

d. Puri, a coastal town located at the south end of the Mahanadi Delta, has a famous shrine to Krishna in his form of Lord Jagannath.

e. Ananta Vasudeva Temple, on the bank of river Mahanadi, is dedicated to Lord Vishnu.

On the river banks of Mahanadi, there are many other temples also dedicated to Lord Vishnu like Rajarani Temple, Narayani Temple, etc.

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Other specialized military careers mastery test  drag each label to the correct location on the image 

Based on the provided list, here is the matching of occupations to the correct personnel category:

Enlisted Personnel :

Commissioned Officers :

Those who serve in the armed forces as enlisted personnel are not commissioned officers. They often serve as the military force's backbone and are the frontline personnel.

The people who have a rank that they attained after receiving a commission from a higher authority, usually the government or a military institution is referred to as " commissioned officers" . These officers are tasked with commanding and overseeing military actions and troops.

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true or false the Missouri compromise let territories decide the issue of slavery

The compromise divided the lands of the Louisiana Purchase into two parts. Slavery would be allowed south of latitude 36 degrees 30'. But north of that line, slavery would be forbidden, except in the new state of Missouri.

The Missouri Compromise was ineffective in dealing with the issue of slavery because it increased sectionalism between Northern and Southern states. Instead of solving this issue of slavery in new territories Congress only increased the tension between North and South.

Discussion 13 Explain Rational Choice Theory.

A wide range of phenomena, including individual consumer behavior , voting decisions, and collective action and social movements, are all explained by the rational choice theory .

The rational choice theory is an economic and social theory that presupposes people make reasonable judgments in their own best interests after weighing the pros and cons of all their possibilities. According to the notion, people act rationally and choose their course of action after carefully weighing the pros and cons of many options.

According to the rational choice theory, each person has a set of preferences and a utility function that establishes the relative importance of various outcomes. They are also presumptively fully informed and capable of weighing the advantages and disadvantages of various options in light of their preferences and the desired result.

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Has anyone done the Edmentum Unit Activity: Regulations? I've attached the unit activity, can anyone help me please. Thanks in advance 60 points

Edmentum Unit Activities are designed to help students learn and apply concepts in various subjects, such as regulations.

Regulations are rules or directives that govern the actions of individuals or organizations. They can be implemented by governments or other authoritative bodies to ensure compliance, promote safety, or enforce standards.

In the context of an Edmentum Unit Activity, students may be asked to research, analyze, and discuss specific regulations or regulatory agencies. For example, students might explore the role of the Environmental Protection Agency (EPA) in setting standards to protect the environment and public health or examine the impact of the Occupational Safety and Health Administration (OSHA) on workplace safety.

Completing the activity typically involves a combination of reading, comprehension, and critical thinking skills. Students should pay close attention to the instructions and requirements, as these will guide them in successfully completing the activity.

To get help with your specific Edmentum Unit Activity on regulations, it's recommended that you reach out to your instructor or classmates, as they can provide more tailored assistance. Good luck with your activity!

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