School dropouts, when compared to attending students, display similar levels of academic achievement and school performance, and differing patterns of social ability, family stressors and attitudes toward injustice in the classroom. The literature also suggests that schools may discriminate against the disadvantaged dropout, that programs designed to address individual differences between dropouts and attenders are inadequate, and that government employment programs are shortterm solutions to long-term problems. Utilizing an advocacy-based approach may be effective in the prevention of high school dropout. A model of advocacy for the school psychologist is presented which attempts to minimize conflicts with school administration, yet serves the best interests of the child.
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