Latino youth are more likely than any other ethnic group to drop out of high school in the United States. English Language Learners (ELL) represent a diverse group in terms of their native language proficiency, educational experiences, access to quality early childhood programs, and immigration experiences (Bowman-Perrott, Herrera & Murry, 2010). Students from low-income communities have the highest rate of dropout rate. Latino youth are more likely than any other ethnic group in the United States to drop out of high school (Behnke, Gonzalez, & Cox, 2010). According to Behnke, Gonzalez, & Cox, (2010) the most commonly reported reason for Latino dropout has consistently been the desire to get a job. Racial minority students and English Language learners have the highest dropout rate, which is more than twice the rate of White or/and English proficient students (Barrat & Berliner, 2016). Which means that Black and English Learners were more likely to drop out of high school and less likely to re-enroll into school increasing their risk of not graduating.

Behnke, Gonzalez, & Cox, (2010), A few factors for dropout rate have been supporting one’s family economically by working night shifts, having difficulty completing school work, experiencing personal problems such as pregnancy or stress at home, and peer pressure from other individuals that drop out in the past. Unfortunately, they often share a lower academic achievement than their native English-speaking peers. Various researchers found that early warning signs used by the district were unable to identify future dropouts across many districts, especially among newcomer English learner students (Deussen, Hanson & Bisht, 2017). According to Bowman-Perrott, Herrera & Murry, 2010, the U.S. Department of Education reported that the number of ELL enrolled students has increased from 2.1 million to 4.4 million during the past decade.

Latino youth are more likely than any other ethnic group to drop out of high school in the United States. English Language Learners (ELL) represent a diverse group in terms of their native language proficiency, educational experiences, access to quality early childhood programs, and immigration experiences (Bowman-Perrott, Herrera & Murry, 2010). Students from low-income communities have the highest rate of dropout rate. Latino youth are more likely than any other ethnic group in the United States to drop out of high school (Behnke, Gonzalez, & Cox, 2010). According to Behnke, Gonzalez, & Cox, (2010) the most commonly reported reason for Latino dropout has consistently been the desire to get a job. Racial minority students and English Language learners have the highest dropout rate, which is more than twice the rate of White or/and English proficient students (Barrat & Berliner, 2016). Which means that Black and English Learners were more likely to drop out of high school and less likely to re-enroll into school increasing their risk of not graduating.

Behnke, Gonzalez, & Cox, (2010), A few factors for dropout rate have been supporting one’s family economically by working night shifts, having difficulty completing school work, experiencing personal problems such as pregnancy or stress at home, and peer pressure from other individuals that drop out in the past. Unfortunately, they often share a lower academic achievement than their native English-speaking peers. Various researchers found that early warning signs used by the district were unable to identify future dropouts across many districts, especially among newcomer English learner students (Deussen, Hanson & Bisht, 2017). According to Bowman-Perrott, Herrera & Murry, 2010, the U.S. Department of Education reported that the number of ELL enrolled students has increased from 2.1 million to 4.4 million during the past decade.

Latino youth are more likely than any other ethnic group to drop out of high school in the United States. English Language Learners (ELL) represent a diverse group in terms of their native language proficiency, educational experiences, access to quality early childhood programs, and immigration experiences (Bowman-Perrott, Herrera & Murry, 2010). Students from low-income communities have the highest rate of dropout rate. Latino youth are more likely than any other ethnic group in the United States to drop out of high school (Behnke, Gonzalez, & Cox, 2010). According to Behnke, Gonzalez, & Cox, (2010) the most commonly reported reason for Latino dropout has consistently been the desire to get a job. Racial minority students and English Language learners have the highest dropout rate, which is more than twice the rate of White or/and English proficient students (Barrat & Berliner, 2016). Which means that Black and English Learners were more likely to drop out of high school and less likely to re-enroll into school increasing their risk of not graduating.

Behnke, Gonzalez, & Cox, (2010), A few factors for dropout rate have been supporting one’s family economically by working night shifts, having difficulty completing school work, experiencing personal problems such as pregnancy or stress at home, and peer pressure from other individuals that drop out in the past. Unfortunately, they often share a lower academic achievement than their native English-speaking peers. Various researchers found that early warning signs used by the district were unable to identify future dropouts across many districts, especially among newcomer English learner students (Deussen, Hanson & Bisht, 2017). According to Bowman-Perrott, Herrera & Murry, 2010, the U.S. Department of Education reported that the number of ELL enrolled students has increased from 2.1 million to 4.4 million during the past decade.

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