"When students drop out of high school there are substantial social and economic consequences that can persist throughout their lives. They are more likely to be unemployed, to become teenage parents, to become involved in the criminal justice system, and to suffer a lifetime of low wages. Dropout rates soared during the COVID-19 pandemic as schools struggled to adapt and keep students engaged. During the 2021-2022 school year, Communities In Schools® (CIS®) introduced the Reengagement Coordinator (RC) Initiative, with the goal of reengaging high school students (particularly eleventh and twelfth grade students) who did not reenroll in school or were chronically absent. CIS partnered with MDRC in 2021 to conduct a qualitative evaluation of the implementation of the RC Initiative. The evaluation set out to answer key questions related to the reasons for students' disengagement, how RCs identified students, which strategies were most effective, and the potential pathways for reengagement. This brief summarizes the main findings and shares takeaways and considerations for practitioners in schools and other organizations who are looking to work with and reengage disengaged students or create a dedicated position to reengage students." [This research project received funding from Blue Meridian Partners.]

"Dropout happens when a student withdraws themselves from school at any level of education without a certificate to account for their education. It is an educational problem in America because of its negative consequences on society. Three-quarters of the fastest-growing occupations require more than a high school diploma, and yet, just over half of American citizens acquire that extent of education. Out of the industrialized nations, America holds one of the most significant high school dropout rates. Half of the students who begin college will never finish. School dropouts are intelligent individuals capable of offering a lot to the world. However, because they never complete their studies, their abilities may never transpire to their full effectiveness. Hence, solving school dropouts is key to national development. Adolescents who drop out of school vary in demographics and socioeconomic status. There is also a correlation between students with disabilities and the dropout rate. This paper discusses school dropouts in the United States to contribute to its solutions. It examines the causal factors and the effects of school dropouts on individuals and society. School dropout is prevalent among vulnerable groups, and the cost to disadvantaged individuals, families, communities, and nations is high. Since school dropout status has negative consequences, moderating this dilemma benefits the individual and broader society, locally and globally."

"Students with disabilities drop out of high school at a higher rate than typically learning students, impacting their short and long-term educational and employment opportunities and making long-term financial stability less likely. In this review, the authors examined the indicators of dropout among students with high-incidence disabilities at the secondary level within correlational literature. Thirteen studies met inclusion criteria and suggest two important areas of focus in predicting and preventing dropout: school engagement and restrictive educational placement. Evidence from the literature indicates a significant positive relation between school-engagement and completion of high school and mixed indications for the connection between restrictive educational placement and school completion. The authors discuss implications for future research and practice." [ABSTRACT FROM AUTHOR]

"The aim of this study is to determine the risk level of high school students for dropout. The sample of the research in the descriptive survey model consisted of 578 students studying in public high schools in the central districts of Mersin. The "School Dropout Risk Scale" was used as a data collection tool in the study. According to the findings obtained as a result of the research, male students are more likely to drop out of school and behave antisocial than female students. It has been observed that there are silent types who have a perception of failure, do not show that they will drop out of school, are in the risk group, and that the students expressed a "low" level of opinion regarding the total score at the risk of dropping out of school. In line with these findings, suggestions were made to prevent school dropout."

"Past cohorts of teenagers who spent long hours in jobs were more likely to drop out of high school than those who worked moderate hours or did not work at all. This article examines the association between employment intensity and dropout among adolescents in the High School Longitudinal Study of 2009 who traversed high school during a time of decreased prevalence of both employment and dropout relative to earlier cohorts. Analyses reveal that a relatively small percentage of teenagers nowadays are characterized as either intensive workers or dropouts (around 11% each). Yet, despite declines in intensive employment and dropout, disadvantaged youth remain overrepresented in both groups, and intensive work is still a risk factor for poor grades and dropout." [ABSTRACT FROM AUTHOR]

"Adolescents who drop out of high school experience enduring negative consequences across many domains. Yet, the circumstances triggering their departure are poorly understood. This study examined the precipitating role of recent psychosocial stressors by comparing three groups of Canadian high school students (52% boys; Mage = 16.3 years; N = 545): recent dropouts, matched at-risk students who remain in school, and average students. Results indicate that in comparison with the two other groups, dropouts were over three times more likely to have experienced recent acute stressors rated as severe by independent coders. These stressors occurred across a variety of domains. Considering the circumstances in which youth decide to drop out has implications for future research and for policy and practice." [ABSTRACT FROM AUTHOR]