Rural Public School Dropouts: Findings from High School and Beyond

Although there has lately been a considerable increase in attention to the dropout problem, a substantial gap in the research literature still remains relative to rural dropouts and the unique circumstances of rural schools environment. The present study attempts to address this gap in the research by using the High School and Beyond (HS&B) data base, Sophomore class of 1980, to examine the rural dropout population. Differences between dropouts and stayers from rural schools are examined and discussed. Differences between urban, suburban, and rural dropouts relative to reasons for dropping out, post-school activities, ratings of school conditions, and educational aspirations were also investigated. The results suggest that issues of educational aspirations, student-teacher relationships, and teen pregnancy need to be addressed by those concerned about the rural dropout problem. DROPOUTS In recent years, America has invested increased financial and human resources in public schools, and educators have placed a renewed emphasis on achievement and performance standards. These investments are considered by most as necessary and critical for the strengthening of our educational system. However, some educators (Hamilton, 1986; Levin, 1985; and McDill et al., 1986) have expressed their concern over how such developments will affect the "casualties " of our public schools-the students who are already discouraged, already are displaying academic and emotional problems in school. While some components of the new agenda for effective schools may actually help these students, the emphasis on more rigorous curricular offerings and higher per-formance standards may also lead to greater frustration, discouragement and alienation. Too often, this negative cycle leads to a predictable result; the student chooses to drop out of school.. Indeed, the dropout problem has lately received considerable attention, and President Reagan set a national goal of a 90 % graduation rate by 1990 (Tenth Annual Report to Congress, 1988). In an attempt to determine which students are most at risk of dropping out, recent research has examined the characteristics of dropout