| This study examined the extent of the dropout problem affecting male Chamorro and Filipino high school students on Guam and the factors that contribute to it. Factors involved include grade, ethnicity, academic achievement, reading level, discipline record, absentee record, retention, extracurricular activities, socioeconomic background, family background, peer group, and school and parental support. Other factors include reasons for dropping out, reasons for staying in school, attitudes toward school, and dropout effects.;The study compared two groups, dropouts and at-risk students, to determine which of the above factors were significantly related to the dropout behavior. Data were principally collected through personal interviews with dropouts and from questionnaires given to at-risk students. These data were analyzed using the t-test and Chi-square statistic to test for significant differences between the two groups. Significant findings included the following: (1) Dropout behavior was related to grade, ethnicity, school attended, speaking a language at home other than English, having dropout friends, parental opinions toward dropping out, and supportiveness of school services. (2) Most dropouts are capable of doing passing work based on their cumulative high school GPA. (3) The most frequent reasons for dropping out include: being hassled by other students, peer pressure, employment reasons, excessive absences, and school was boring. (4) The most frequent reasons the at-risk students stated for staying in school were: for an education, for good job prospects, for the diploma and to be with friends. (5) There were significant differences in attitudes between dropouts and at-risk students in the following areas: (a) Although both groups tended to agree, there was stronger agreement among at-risk students that teachers like some students more than others. (b) Although both groups tended to agree, there was stronger agreement among dropouts that passing grades were easy to earn and that they got along with their parents. (c) At-risk students tended to agree while dropouts tended to disagree that students were treated fairly in school and that school was boring. (6) Most dropouts regret dropping out and plan to return to school, although not in the regular high school. |
