Dropout Re-entry into the Educational Pipeline via an Urban GED Program

Abstract

In recent years, an increasing amount of attention has been given to the dropout crisis in the United States, particularly in urban areas. What has not been emphasized as often is the substantial percentage of students who drop out of the traditional educational system, but subsequently drop back into alternative educational programs. This dropping back in is particularly evident in the "adolescentization" of the GED, as currently in the United States, one out of every three GED's is awarded to a person eighteen years old or younger (Murnane, Willett, & Boudett, 1995). However, little research is devoted to describing the life and/or educational experiences of those involved in re-entry (Rumberger, 1987; Metzer, 1997; Altenbaugh, Engel, & Martin, 1995; Chuang, 1997). In this study, thirty students in an urban GED program (GEL) were interviewed regarding their educational experiences. Several themes were identified and examined across student experience according to three main phases: how and why students dropped out of school, how they came to re-enter education, and what kept them there. The overall story emerging from the data and analyses began with students experiencing a tremendous amount of tumult and lack of support in both their home and school lives, which eventually led to their early departure. After dropping out, they experienced internal change and maturation wherein getting their GED became tremendously important to them. It is during this time that students were able to take advantage of the positive individuals in their lives and/or seek out more positive individuals who provided them with support and motivation. Once they decided to go back to school they made multiple re-entry attempts but were dissatisfied with the quality of alternative educational programs until they found the GEL program, at which point they experienced an ethos of caring and support from their teachers and fellow students. Theoretical contributions regarding the role of social capital in re-entry and practice and policy implications are also discussed.