The Mythology of the Impoverished High School Dropout and Other Misconceptions

The Mythology of the Impoverished High School Dropout and Other Misconceptions


The typical high dropout is not poor.

Review the statistical report of the performance of schools statewide and review the economic status of the students who dropout and you will find that the ratio of poverty to discontinuance from school is not as highly correlated as the ratio of race/ethnicity to dropout.

The typical dropout is not a minority.

Numerically, the typical high school dropout is a non minority who is not poor.

Minority governed schools do not assure that minority students will thrive there.

Some charters which are created expressly to show that minority governed schools will be more successful because of the race or ethnicity of the school leaders in relation to students have proven to be unsuccessful in student retention or academic achievement.

The truth is the unengaged student will disengage in a school environment that does not positively engage with the educational attainment of each and every student.

On the surface, minority students in predominantly white schools will attain greater levels of retention to graduation, as well, as proficient academic attainment. What would make this so? What is in the culture of some schools and districts that make the success quotient higher when the quotient is not being driven by wealth or affluence or race?

A truth

Effective Administrative and Classroom Leadership are Great Myth Busters

Clearly, there is superior educational leadership in the culture. There is a sound instructional staff. The administration and the classroom leaders facilitate the level of attainment represented in the positive statistical data. The data displaces mythology related to graduation rates, dropout rates and standardized tests performance.

Readers may want specifics to a greater extent. The reality is that success is homegrown. The best answers are found within the environment that seeks growth and improvement for its students. It is the school staff and community that govern the success of students. Parents are as a chorus to the sermon of the school culture. They can connect with the school leadership – administrative and classroom staff and students to create the mythology busting tapestry of effective schools.

Source by Delia Armstrong-Busby

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