Career Counseling for

Students at-risk of
Dropping Out
Cindy Hoang & Lauren Delfin
CSP 617
 TABLE OF CONTENTS

01. 02. 03. 04.

About this Population The Research Best Practices Resources
Between the turn of the century and A Nation at
Risk, the United States economy had become more The big
"brain-based," requiring increased levels of “WHY?”
education in the workforce. Today, the use of
technology has skyrocketed, and thus,
graduating with a high school diploma is now a
minimum requirement for most jobs.
(Suh, 2019)
“Provide opportunities for all students to develop the
mindsets and behaviors necessary to learn
work-related skills, resilience, perseverance, an
understanding of lifelong learning as a part of
long-term career success, a positive attitude toward
learning and a strong work ethic.”
ASCA Ethical Standards for School Counselors
A.4.d. Academic, Career and Social/Emotional Plans
01.
About this population
How Drop-out is defined
The actual high school dropout rate in the United States is uncertain
because there is no single accepted definition of the term. Dropout rate
is calculated by the percentage of students who leave high school,
had not enrolled, or had not completed high school.

the Department of Education defines dropout rates four different ways:

● Event,
● Status,
● Cohort, and
● High school completion.

(Suh, 2019; CDE, 2019)

 In 2014,
6% of Students in
California dropped-out of
High School.

Dept. of Ed: McFarland, Curi,

& Stark, 2018
 Risk Factors
Future Aspirations
Ethnicity Students who drop out are
Highest among
American-Indian/Alaskan
more likely to have a negative
view of their future Gender
Native (10.1%) Males are more likely than
females to drop-out

Divorced parents
Youth from single-parent SES level
families are much more likely
to dropout of school and is a Students from
huge contributor to a low-income families
decrease in wealth dropped out of school at a
rate of 9.4 %
Attendance
Number one school-related Trauma
drop-out factor according to 19.7% of youth who
a meta-review (2013) of experience trauma
student surveys (“I missed drop-out of high school
too many days of school”)
(National Center for Education Statistics, 2017;
Situations that put youth at risk, n.d.; , Rumsey &
Milsom, 2019; Doll, Eslami, & Walters, ,2013;
Cranmore, n.d.)
02.
The Research
 Drop-out from an Ecological Perspective
Community School Home Individual
Availability of resources Zero-tolerance or punitive SES Level Self-esteem
discipline
Crime and safety Student Expectations Health
School Climate
Low school-community Mobility Peer relationships
partnership Counseling
Parents do not speak School connectedness
Low Expectations English
Substance use
Home climate
Pregnancy

Attendance

Situations that put youth at risk, n.d.

 Negative Effects of Dropping Out
Single Parents
The single-parent family is
the fastest growing class
of family group, and the
largest population living in
poverty in the United
States is children
Be on Welfare COmmit crimes Go to prison
The unemployment rate for BLS (2016) reported high 73 percent of state prison
high school dropouts was school dropout's median inmates and 59 percent of
31.9 percent, while those weekly earning was $504 federal inmates are high
who had graduated with a while an individual with a school dropouts
high school diploma high school diploma
reported a jobless rate of median weekly earning
19.3 percent was $692
(Suh, 2019; Bureau of Labor Statistics, 2016)
03.
Best Practices
 What contribute to dropping out..?
Self Esteem Counseling groups
Students who dropout Connecting students in groups to help
had lower levels of boost self-confidence and self-esteem
self-esteem & through collaborate group activities
participation rates in
school activities
Career counseling
Aspiration The programs, which typically include
Students who dropout career advising, visiting college campuses, and
also had lower levels of developing students’ knowledge of financial aid
aspirations when assistance, had positive effects on students staying
questioned about job or in and completing high school
work prospects
mentoring
Attitude Studies of mentoring programs such as Big
Brother/Big Sister show that successful mentoring
Students had more
leads to decreased drug and alcohol use,
negative attitudes
improvement in grades, and a decrease in skipping
towards school (peers,
classes, as well as reporting fewer behavioral
teachers, school staff)
(Suh, 2019; CDE, 2001) problems in school
Tiers of INtervention

Tier THree:
Individual
Planning

Tier Two: Screening

+ Supporting

Tier One:
School Climate and
Connectedness
Tier One

Early Education

Restorative Practices

Trauma-Informed Counseling

College Weeks and Events

Make Information Accessible

Tier Two
Credit Recovery

Academic Tutoring

Early Warning Systems

Service Learning/ROP/CTE

Dual Enrollment

Small Groups

Mentoring
Tier Three
Case Management

Continuation Schools

Independent Study

Home & Hospital Instruction

Student Support Teams

Individual Goal Setting

Connect Students with

Opportunities
 Career-Technical Education (CTE)

What Impact
● More likely to graduate
Organized into 16
● Leads to greater CCR than students enrolled
sectors, CTE
in college-prep
programs seek to
● student motivation & academic achievement
teach students
● increased personal and social competence
academic and career
● understanding of occupations/industries,
skills for life success.
career exploration

CA Dept of Ed., 2018

04.
Resources
 Curriculum
California Career Resource
Network:
http://www.californiacareers.info
Talking Safety:
https://bit.ly/2iiM0k7
Making My Future Work:
https://bit.ly/2m8oOKN
Other Tools
O’NET Interest Assessment:
https://www.careeronestop.org/
GetMyFuture/Toolkit/interest-as
sessment.aspx
Career One Stop:
www.careeronestop.org/GetMy
Future
Toolkit:
https://bit.ly/2kqb79E
*Resources found through CA
CTE and Dept. of Ed
 Where to get more information
National Dropout Prevention Center : dropoutprevention.org

Association for Career and Technical Education (ACTE): acteonline.org

CA Dept. of Education: CTE https://www.cde.ca.gov/ci/ct/

CA Dept. of Ed: Drop-Out Prevention: https://www.cde.ca.gov/ls/ai/dp/

US Dept of Education:
https://www2.ed.gov/about/offices/list/opepd/ppss/reports-high-school.html
 THANKS!
Any Questions?

Lauren Delfin delfin@chapman.edu

Cindy Hoang choang@chapman.edu

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 RESOURCES
California Department of Education. (2018). CTE general public fact sheet. Retrieved from https://www.cde.ca.gov/ci/ct/gi/ctegeneralfacts.asp

Cranmore, J. (N.d). School counseling: Turning potential drop-out towards a college going culture [Presentation]. Available at:
https://secure-media.collegeboard.org/digitalServices/public/School-Counseling-Turning-Potential-Dropouts.pdf

Doll, J. J., Eslami, Z., & Walters, L. (2013). Understanding why students drop out of high school, according to their own reports: Are they pushed or pulled, or
do they fall out? A comparative analysis of seven nationally representative surveys. SAGE Open, 3(4), 1-15. DOI: 10.1177/2158244013503834

Effective Strategies. (n.d.). Retrieved from http://dropoutprevention.org/effective-strategies/

McFarland, J., Curi, J., & Stark, P. (2018) Trends in high school dropout and completion rates in the United States: 2014. National Center for Education
Statistics, US Department of Education. Retrieved from https://nces.ed.gov/pubs2018/2018117.pdf

Situations That Put Youth At Risk. (n.d.). Retrieved from http://dropoutprevention.org/resources/statistics/situations-that-put-youth-at-risk/

National Center for Dropout Prevention. (2017). Dropout rates. [Fast facts]. Retrieved from https://nces.ed.gov/fastfacts/display.asp?id=16

Office of Planning, E. and P. D. (ED), P. and P. S. S. (2017). Issue Brief: Career-Themed Curriculum. Office of Planning, Evaluation and Policy Development, US
Department of Education. Office of Planning, Evaluation and Policy Development, US Department of Education. Retrieved from
http://search.ebscohost.com.libproxy.chapman.edu/login.aspx?direct=true&AuthType=ip,uid&db=eric&AN=ED594780&site=eds-live

Rumsey, A. D., & Milsom, A. (2018). Supporting School Engagement and High School Completion Through Trauma-Informed School Counseling.
Professional School Counseling, 22(1). doi: 10.1177/2156759x19867254

Suh, R. (2019). School Dropout Issues. Salem Press Encyclopedia. Retrieved from
http://search.ebscohost.com.libproxy.chapman.edu/login.aspx?direct=true&AuthType=ip,uid&db=ers&AN=89164418&site=eds-live
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