Summary from students who were in school recovery of why they dropout of traditional school

Summary and face-to-face interviews with these “recovered” students revealed the following:

1. 68 percent responded that they would have remained in the traditional setting if the teachers were more responsive to their needs.

2. 66 percent responded that they wanted more “real-world” context from their teachers.

3. 32 percent said the major factor for their dropping out was prior expulsion or multiple suspensions.

4. Another 32 percent said a major factor for dropping out had been their own prior absenteeism.  When probed on this issue, none identified a lack of self-motivation.  Instead, they cited:

  • Peer pressure/peer unpleasantness (2%)
  • Discrimination; racial gender, sexual preference (2%)
  • Dislike of course content (18%)
  • Feeling disrespected by teachers (6%)

5. 25 percent cited “uninspiring classes” “classes lacking in substance.”

6. 25 percent said that classes were not interesting and they disliked school. (NOTE: 99% of these respondents flatly stated that education was and is important to their future.)

7. 14 percent cited family financial difficulty

8. 16 percent cited pregnancy

9. 8 percent the need to care for a family member

10. 4 percent responded that classroom and state testing was too difficult

11. 6 percent cited teachers wholly uninterested in them as persons, or in whether they understood concepts

12. 65 percent cited an absence of connections to real world relevance

13. 4 percent cited prior academic failure

We need to look at these numbers and come up with a solution that will address these issues.  Acceleration Academies is making a difference and helping these students overcome the hurdles that are presented.  Schools and society need to work together to make this work.

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