Dropping out among Language Minority Youth

The Success for All Reading Program and Effect on Student Achievement in a South Central Texas Major Suburban School District

“…Students not possessing sufficient reading skills by the time they enter second grade will find their achievement increasingly difficult (Juel, 1988;Snow, Burns, & Griffin, 1998). Low reading achievement during the early educational years is one of the main predictors of a student not completing his or her high school education (Lloyd, 1978;Steinberg, Blinde, & Chan, 1984). To close this gap, much research has been conducted regarding reading intervention programs at the elementary level.…”

“…Students not possessing sufficient reading skills by the time they enter second grade will find student achievement increasingly difficult (Juel, 1988;Snow, Burns, & Griffin, 1998), and behavioral and emotional problems are more apt to increase (Arnold et al, 2005;Fluss Ziegler, Warszawski, Ducot, Richard, & Billard, 2009;Maughan, Rowe, Loeber, & Stouthamer-Loeber, 2003;Morgan, Farkus, Tufis, & Sperling, 2008). Low reading achievement during the early educational years is one of the main predictors of a student not completing his or her high school education (Lloyd, 1978;Steinberg, Blinde, & Chan, 1984). To close this gap, much research has been conducted regarding reading intervention programs at the elementary level.…”

The effect of group counseling on the self-esteem, attendance, and counselor utilization of inmigrant hispanic limited english proficient secondary students

“…However, a 1995 report by the Educational Research Service states that, "among persons who reported having difficulty speaking English, 42% had dropped out of school" (Educational Research Service, 1995, with more time to intervene with these students (Rumberger, 1987;Steinberg, 1984).…”

“…Dropout literature identifies characteristics that "at risk" students have in common such as: health problems, financial distress, low parental expectations, difficulty in relating to authority figures low socioeconomic status, having been retained in the same grade at least once, excessive absences, poor grades, and limited extracurricular involvement (Gringas & Careaga, 1989;NCBE Forum, 1989;Rong, 1990). For language minorities other factors include fluency in English, language of the family, age at immigration (Jones, 1985;Rumberger, 1987;Steinberg, 1984), prejudices against immigrant minorities (Suarez-Orozco, 1987), place of birth (McCarthy, 1985), school environment and programmatic factors, language of instruction, teacher attitudes, and expectations (Ochoa, 1987).…”

“…Fluency in English, language of the family, age at immigration (Gibson, 1987;Jones, 1985;Rumberger, 1983;Steinberg, 1984) and prejudices against immigrant minorities (Bowler, Rauch & Arzer, 1986;Hinojosa & Miller, 1984;Suarez-Orozco, 1987) are cited in the Rong and Preissle-Goetz (1990) study done on high school dropouts among foreign born Whites, Hispanics and Asians. Their study utilizes data from the Census Bureau to offer a national perspective as they focus on a sample of 519 foreign-born youth aged 16-21.…”