Administrative Practices and Dropout Rates of Handicapped Youth

Abstract

Historically, handicapped persons in our society have been systematically denied significant social, economic, and educational opportunities and benefits. Discriminatory and prejudicial attitudes have become part of our institutional fabric through legislative mandate, judicial action, and common practice. The formulation of education public policy has not been immune from having an exclusionary impact on handicapped children.

Equal protection and due process rights have been gradually extended to the handicapped, culminating in Congressional enactment of Public Law 94-142: The Education for All Handicapped Children Act in 1975. The comprehensive statutory standards required by this landmark federal action specify prescriptive reforms that have not been uniformly adopted; consequently, they have not yielded equal education opportunities for all handicapped children.

One way to evaluate the extent to which P.L. 94-142 has been implemented is to examine the dropout rate of handicapped students. In this study, disparities were found in the rates at which handicapped and non-handicapped students dropped out of school. Handicapped students were disproportionately represented among the samples of students who dropped out and behavior disordered students were found to drop out at a rate seven times higher than that of non-handicapped students. In addition, these dropouts contribute to lower enrollment rates of handicapped 12th grade and graduating cohort members than for 10th or 11th grade cohort members.

Explanations for the disparities in the rates at which handicapped and non-handicapped students were found to drop out were sought in the administration of disciplinary policy and practice. The manner in which Deans of Students respond to those students who bring to school different sets of emotional and behavioral characteristics and needs has the potential of creating conflict with some of these children who, in turn, reject school and drop out. Definitions of school excellence need to embrace the concept of holding power which is reflected in the degree to which schools respond to their duty to educate all students.