Part 3 AT-RISK CATEGORIES
In Part 3 we consider five specific categories that reflect some of the principal problem
areas for at-risk youth: school dropout, substance use, risky sexual behavior, delinquency
and youth violence, and youth suicide. Although these topics represent a substantial
portion of child and adolescent problem areas, they do not reflect all areas of concern.
CHAPTER 6
School Dropout
SUMMARY
In this chapter we concentrate on young people who leave school before they graduate. In
the following pages we (a) discuss changing literacy standards that define the term
dropout, (b) discuss the scope of the dropout problem, (c) outline some of the roots of the
OUTLINE
Definitional Issues of the Dropout Problem
♦ Literacy Standards
♦ Definition of a Dropout
Scope and Characteristics of the Problem
♦ Immigrant Students
♦ Latino Students
The Consequences of Dropping Out
♦ Economic Consequences
♦ Social Consequences
Predictive Indicators and Type of Dropout
♦ Differences Between Stayers and Leavers
♦ Predictive Variables and Dropout Types
o Disengaged Type
Specific Intervention Strategies Focused on School Dropouts
♦ Specific Intervention: Cyber Technology
o YouTube EDU and TED Talks
o Khan Academy
Conclusion
SUPPLEMENTS
PowerPoint: Chapter 6 Summary Slides
ACTIVITY
1) Split the class into groups, with each group choosing one of the five unique
student groups that are at higher risk for dropping out. Using the ecological
model as a guide, list the risk factors for each group of students that increases
their rate of dropping out.
ESSAY QUESTIONS
1. List 3 effective interventions that schools could do to prevent students from
2. Explain how alternative schools can be an effective approach for preventing
3. What are the key assumptions of Solution-Focused Counseling? Illustrate this
4. Outline the four main dropout types, and provide examples of each.
5. How could cyber technology be used to intervene positively to lower the dropout
MULTIPLE CHOICE QUESTIONS
The following questions conform to the standards required by CACREP, EPAS, and other
accrediting agencies.
1. YouTube EDU and the Khan Academy are part of:
A. cyber technology.
B. online information.
C. parent help line.
D. university support.
2. What has placed increased demands on students?
A. Access to cyber technology
B. Increased competency standards
C. Increased affluence
D. Lowered literacy standards
3. Who is not at higher risk for dropping out of school?
A. Students who have drug and alcohol problems
B. Students who skip classes
C. Students who have divorced parents
D. Students whose economic status requires them to work
4. Immigrant, Latino, exceptional, gay, lesbian, bisexual, and transgender students
and adjudicated youth are the most common populations of students to:
A. use drugs.
B. drop out.
C. experience family violence.
D. become low achievers.
5. In regards to behavioral problems, the factors of early care quality, self-regulation
skills, poor academic achievement, and drug use are examples of:
A. predictive variables.
B. antisocial behavior.
C. potential low achiever signs.
D. intervention red flags.
6. Disengagement, low-achiever, quiet, and maladjusted describe four types of:
A. dropout students.
B. social interactive students.
C. antisocial students.
D. creative students.
7. YouTube EDU is especially helpful to the:
A. visually impaired.
B. visual learners.
C. creative students.
D. deaf students.
8. What is the important aspect of using video lessons for learning?
A. It gives students more free time outside of classes.
B. It allows students to repeat and review information.
C. It allow students to miss school and still catch-up on classes.
D. It gives students the ability to avoid conflict with teachers.
9. Students who drop out are more likely to be those who:
A. need frequent counseling sessions.
B. who skip classes or are often absent.
C. show up late for classes.
D. show low class interaction with instructors.
10. Dropout rates for students with emotional/behavior disabilities has shown to be:
A. lower than that of the general education students.
B. considerably higher than that of the general education students.
C. of equal success/failure rate of general education students.
D. proven unreliable due to lack of case studies as of this time.
11. Statistics concerning dropout rates typically focus on:
A. LBGT students.
B. high school students.
C. minority students.
D. poor students.
12. Why do some schools have a vested interest in keeping dropout rates low in the
beginning of the school year?
A. They wish to set a good example.
B. They hope that students will stay in school once it becomes routine.
C. They have more staff then.
D. Their funding is per student, and assessed after 100 days of school.
13. The high dropout rate of Latina/o students is partially explained as a result of:
A. high dropout rates for non-White students.
B. the relatively high rate of Latina/o students who are undocumented or whose
parents are undocumented.
C. cultural resistance to education.
D. the need of Latina/o students to work.
14. English immersion programs assume that:
A. students are highly motivated to learn English.
B. English will be learned quickly with total immersion.
C. immigrant students already know some English.
D. this method is highly cost effective.
15. Criminalized self-identity can be reinforced by:
A. criminal justice language.
B. a deviant peer group.
C. the need to belong.
D. immigration status.
16. The economic disadvantages of dropping out level off:
A. after 10 years.
B. after 15 years.
C. after 20 years.
D. never.
17. Which of the following is not an economic consequence of the dropout problem?
A. Loss of taxes
B. Increased subsidies to manufacturing
C. Loss of earnings
D. Lack of qualified workers
18. What is access to home computers not associated with?
A. Better educational outcomes
B. Higher reading scores
C. Higher GPAs
D. Decreased cognitive development
19. What is the Khan Academy associated with?
A. Islamic culture
B. Flipped classrooms
C. Decreased attention spans
D. At-risk youth
20. CCBG programs are:
A. cost effective.
B. offered only to gifted students.
C. developmentally focused.
D. offered only online.
21. Dropping out of school increases the possibility of a downward spiral into further
economic and emotional problems.
A. True
B. False
22. Dropping out of school increases the likelihood that the children of the dropout
will be at risk.
A. True
B. False
23. A high school diploma is the minimum qualification for economic participation.
A. True
B. False
24. CCBG programs change the role of counselors.
A. True
B. False
25. Solution-focused counseling has as its foundation a concern with discovering
what is wrong.
A. True
B. False