澳洲历史作业代写:辍学者

澳洲历史作业代写:辍学者

毫无疑问,学生在高中辍学的决定中扮演着主要的角色,但对于本研究的目的,主要关注的是外界对问题的影响。虽然本文的主要目的是看父母的原因,缺乏参与他们的孩子的教育,文学发现不同的主题,分为三个辍学因素:(一)环境,(二)学校制度,及(丙)家长参与。这些类别将在短期内看,但首先是必要的,以确定是否辍学率高达广告。 许多统计数据将美国出生的辍学者与外国出生的国家、出身国家或代际水平隔离开来。弗里(“高辍学率,2003)指出,解决辍学率为拉美裔是一个复杂的过程因为33%是外国出生的人,和他们的原籍国已经高中毕业率比美国低得多,因此,许多非学术准备进入美国高中,所以他们斗争和最终退出,或在某些情况下不招收。此外,弗里指出,这些移民的口语能力非常有限,而且大多数人直到16岁才获得英语流利。到那时,他们远远落后于他们面对无望追赶的机会,或自愿辍学,或最终遇到年龄限制,迫使他们。

澳洲历史作业代写:辍学者

There is no question that students play the primary role when making the decision to drop out of high school, but for the purposes of this study, the main focus was on outside influences to the problem. Although the major intent of this paper is to look at reasons for parents’ lack of involvement in their children’s education, the literature uncovered different themes which were grouped into three dropout factors: (a) environmental, (b) school system, and (c) parental involvement. These categories will be looked at shortly, but first it is necessary to determine if the dropout rate is as high as advertised.Many statistics segregate U.S. born dropouts from foreign born, country of origin or generational level. Fry (“High School Dropout Rates,” 2003) states that figuring dropout rates for Hispanics is a convoluted process because as many as 33% are foreign born, and their countries of origin have much lower rates of secondary school completion than the U.S. As a result, many are not academically prepared to enter U.S. high schools, so they struggle and eventually drop out, or in some cases never enroll. Furthermore, Fry points out that many of these immigrants have very limited spoken English abilities and most do not gain English fluency until age 16. By that time, they are so far behind they face hopeless odds of catching up and either voluntarily drop out, or end up encountering age limitations that force them out.

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