The Dropout Problem: Rural Educators' Perceptions of Intervention Priorities

Abstract

Students dropping out of school are a major concern for rural educators. To determine which causes of dropping out should be national priority items by rural educators and to develop, based on their responses, an agenda for future research and programmatic action, a questionnaire was sent to all members of the American Council on Rural Special Education (ACRES). Questionnaire items focused on relevant and recent literature-based causes of students leaving school which included school, peer, home/family and intrapersonal issues. ACRES members indicated that the following causes of dropping out should be national priority items: student emotional problems, dysfunctional/ unstable families, no hope of graduation, frustration, child abuse, substance abuse, illiteracy, boredom, parental problems, alienation and truancy. The rural special educators who responded believe that none of the major causes of dropping out had been researched to the point that effective programs could be implemented. Given these findings, ACRES members have identified a sound and broad research agenda for dropout prevention. They have also indicated that dissemination of data on existing effective programs needs to occur.