Overview

Through engaging stories and the use of students’ voices, this book corrects persistent misconceptions about youth who drop out of high school. Based on research conducted with high school dropouts in both urban and rural communities, the authors argue that, contrary to popular belief, most dropouts are not disengaged from school at an early age. Many have positive memories of their education, both social and academic, that educators and policymakers can draw on to create successful prevention and intervention practices. The narratives and insights presented here will help readers to better understand the interplay of school-related and personal factors that lead students to drop out of school. ""Why We Drop Out"" is essential reading for K–12 educators, school principals, counselors, psychologists, and everyone concerned with our nation’s dropout crisis. Book Features: Looks beyond stereotypes to more effectively identify students at risk. Identifies the underlying patterns and processes associated with dropping out. Incorporates student profiles and experiences to illustrate key issues. Includes a research-based framework to help readers connect stories to policy implications.

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9780807758625

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Reviews

I appreciate the authors' inclusion of student voice, which offers the capacity to view youth dropout through a different lens. I also value their explicit recommendations for school and system improvement. So often in research practitioners get the what to do and not the how to do it ; this text gives both...The authors leave readers with a choice, and I am optimistic after reading this text that our nation can transform from being one at risk to one that can and will heed the calls to disrupt the pathways to dropping out of school. --Harvard Educational Review It is important to ask what archaic and institutionalized structures in schools could - and should - be dismantled in order to broaden our conception of student attendance and thus, include more students in school beyond those who conform to traditional structures. Asking these questions is an important next step, and it begins with the kind of full and participant-driven understanding of the problems that Why We Drop Out provides. --Journal of Children and Poverty

"""I appreciate the authors' inclusion of student voice, which offers the capacity to view youth dropout through a different lens. I also value their explicit recommendations for school and system improvement. So often in research practitioners get the ""what to do"" and not the ""how to do it""; this text gives both...The authors leave readers with a choice, and I am optimistic after reading this text that our nation can transform from being one at risk to one that can and will heed the calls to disrupt the pathways to dropping out of school."" --Harvard Educational Review It is important to ask what archaic and institutionalized structures in schools could - and should - be dismantled in order to broaden our conception of student attendance and thus, include more students in school beyond those who conform to traditional structures. Asking these questions is an important next step, and it begins with the kind of full and participant-driven understanding of the problems that Why We Drop Out provides. --Journal of Children and Poverty"

Author Information

Deborah L. Feldman is a senior research consultant based in Seattle who works with public-sector and private non-profit organizations. Antony T. Smith is associate professor in the School of Educational Studies at the University of Washington Bothell. Barbara L. Waxman, an educational consultant based in Seattle, teaches in an innovative teacher certification program dedicated to developing bilingual and diverse educators at Western Washington University.

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