We live in a society in which annual income must be at a certain
level in order to sustain a basic standard of living. Taking into
account that additional benefits, such as medical insurance, are
not included in low-income profiles, it is necessary for individuals
to acquire the essential skills that will enable them to establish
an economic foundation that provides security and opportunities
for upward mobility. Moroever, as the US economy continues to be
driven by technology, the development of a high-skilled labor force
is becoming increasingly necessary. Within this context, individuals
who drop out of high school fall short of advancement opportunities,
and suffer ongoing struggles as a result of tying to break impoverishment
cycles (see Texas Poverty 101).
In 1998, the national unemployment rate for dropouts was 75
percent higher than for high school graduates, and lifetime earnings
were substantially less than high school graduates (Jesser, 1993;
see also Figure 1 and Figure 2 ). According to a 1992 study conducted
by the U.S. Census Bureau more than one-third of all high school
dropouts who were employed full-time and year-round in 1990 worked
in "low wage" jobs that paid less than $12,195 per year--the
official poverty rate for a family of four (Rumberger, 2001).
Apart from the affect on individual households, high unemployment
rates and low earnings also produce lasting problems on a national
level. Loss in productivity, decreases in the national tax base,
and declined economic prosperity, are such examples (see Welfare
Information Network). Research also suggests that high school
dropouts are more likely to experience health problems, to engage
in criminal activities, and to utilize welfare and other state
and federal social assistance programs (Rumberger, 1987).
An examination of economic standing for Texas citizens from
1990 to 1999 reveals that economic inequality is on the rise statewide.
For example, the gap between Texas counties with the lowest average
wages and those with the highest wages increased during the past
decade, and the location of major contributors to inequality shifted
from one region to another (see Rise of Inequality in Texas).
Over time this gap has continued to widen despite economic fluctuations
(see Income Gap).
That dropout rates have not decreased as hoped and that dropouts
are more likely to suffer through difficult lives have not gone
unnoticed at the national level (see Dropping out of school ;
NCES ; ERASE). In fact, some worthwhile initiatives have been
passed in other states (see Florida and Abstracts of other states'
initiatives). Unfortunately, progress in Texas has been slowed
by repeated attempts at obscuring the magnititude of dropout problem
through creative accounting (Dropout dilemma in Texas and Problems
with dropout estimations) and by massaging the definition of what
consitutes "dropping out (for clarification, see TEA).
The following pages will help contextualize the process of dropping
out in Texas and will provide a brief overview of the many factors
that contribute to the ultimate decision to leave school.
A process-contextual perspective
Dominant ideologies (definition)
Dominant ideologies (implications)
Effects on behavior and policy
Dropout legislation
Summary and recommendations
References
Appendix--The process of dropping out
