The Connection Center: A Dropout Reentry Program

Abstract

Issues that arise due to students who drop out of school frustrate a large number of the United States's urban school districts .Grant (1993) and Timmonsand Wolsk (1980) identified some of the problems: drugs, violence, gangs, high absenteeism, low expectations by educators and students, absence of role models (in particular for students of color), adolescent pregnancy, lack of parental involvement and corporate and community resources, homelessness, lack of jobs, incarceration, inadequatecounseling, poor vocational and precollege preparation, and the perception that school is a waste of time . Despite these frustrations, urban school districts must continue to strive to reach students who drop out. Green (1986) and the Carnegie Foundation (1988) proposed that urbanschools communicatehigh expectations to every single student. All students must receive an education because the social benefits are significant (Watson 1979); education may be a means of eliminating poverty (Malveaux 1988; Green 1977);education is a moral and civic imperative (Committee 1988); and education ma y reduce incarcerations (Duster 1988). Making long-term investments, such as establishing dropout programs, in the education of children (Keller 1986) are important. Detroit Board of Education (1986) and Archibald and Chemers (1974) stated the need for educational alternatives and nontraditional approaches to prevent students from dropping out of school. Others report a need for jobs and job shadowing (Wilson 1988), safe climate (Walker 1964), controlled high school choices (Moore and Davenport 1989),and the preparation of all youth for careers (Monaco and Parr 1988). Studies of dropouts in the United States (Hahn 1987; Hahn, Danzberger, and Lefkowitz 1987)have reported that there is significant evidence to warrant action. On the subject of effective schools for the urban poor, Edmonds (1979,23) stated: