May 11: School Dropouts
Many seem surprised and concerned about the appalling high percentage of young people who drop out of school. The question of why does not seem to be asked nor addressed often.
Most (leaving school) dropped out long before they stopped attending classes. Why should students whose learning has essentially ceased be required to warm a seat in school costing taxpayers $7,000 to $10,000 per student per year? It probably can be shown the school systems with the highest percentage of dropouts have the highest cost per student.
Spending money and striving to retain dropouts in school at any cost does not solve the problem.
Dropouts, whether physically out of school or occupying space in school are usually serious disciplinary problems. People would likely be appalled at how much time teachers and administrators spend dealing with disciplinary problems rather than teaching. Problem students not interested in learning make it difficult to have a proper environment for students in school to learn. Also, it contributes to a "dumbing down."
I did substitute teaching eight school years in five public and one private school system and have a good understanding of the problem schools face. There are few middle and high school classrooms that do not have dropouts sitting in the classroom.
A number of times I asked a class why they were there if they were not there to learn. Sometimes the response would be a chorus of six or more students in unison saying, "Because we have to be." Many times I have heard a student say, "I hate school." One sixth grade student who refused to attempt to do an assignment was asked how he expected to earn a living. The response was that he would steal if the had to. I have seen students as early as first grade who were already on the road to prison.
Should middle and high school students barely on a third-grade reading level be forced to sit in class when they are unable to do or comprehend the academics? Should students be allowed to graduate who have not in reality earned the right to graduate? I am not talking about special education students, which is another serious problem.
The dropout problem can be properly addressed, but not by policy establishing theorists who are devoid of reality and/or common sense. And, is it even possible given today's social mentality and unwillingness to alter the status quo?
More than a few good teachers who feel their hands are tied are burned out or on the verge of burnout.
Benton Nesmith
Hawkins
Hawkins
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