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J <br /> 17 <br /> Education and Drop-Out Prevention <br /> Problems/Issues/Gaps <br /> N Significant factors making the likelihood of school drop-out higher are: <br /> • Families are in lower socio-economic groups <br /> • Students' parents dropped out of school <br /> • Students not curriculum focused <br /> • Students mentally retarded or learning disabled <br /> 13 The shortage of support staff in earl, grades makes early assessment and monitoring of at- <br /> risk students very difficult. <br /> I3 Parental involvement in early and middle grades is crucial in order to address home/school <br /> problems. Beyond middle grades, parental communication with schools assists in monitoring <br /> at-risk students. <br /> ■ Non academically oriented students have difficulty adjusting to junior high school, perceive <br /> themselves as different from college-bound students, and tend to drop out of learning in <br /> middle school and out of school at age sixteen. <br /> ■ The age for leaving school may need to be increased to age eighteen. <br /> * Students are experiencing increasing stress in academic, social, emotional, and home areas, <br /> resulting in fewer hours of structured classes daily. <br /> o Many high school drop-outs are unable or unmotivated to complete their education. <br /> Common reasons are no transportation, no support services, and no day care for infants of <br /> adolescent parents. <br /> 12 Competition for funds is high for all groups. especially special education students. <br /> Finai Report from the S%rnpu'ium on Services for Youth <br />