School Violence Prevention and Intervention
Schools and Special Education
Functional Behavioral Assessment
Prevention Strategies that Work
Prevention and Early Intervention
Promising Practice in Children's Mental Health
Strengthening the Safety Net
Paying Now or Paying Later
The cost of allowing or encouraging youth with learning and behavioral problems to drop out of school - which is enormous - can be measured in terms of both reduced economic productivity and an increased burden on the police and other local services.
Youth with learning and behavioral problems who are pushed out or otherwise do not complete high school are most likely to develop delinquent behaviors and be arrested. For example:
In addition, the country's economic productivity is significantly reduced when high school dropouts with disabilities experience prolonged periods of unemployment or underemployment, with the accompanying loss of earned wages and fringe benefits:
If local schools do not face (and solve) problem behaviors while youth are still enrolled, local communities must shoulder extra burdens, including:
For society, the annual cost of providing for youth who fail to complete high school and their families is $76 billion - or approximately $800 for each taxpayer in states and localities across the country (Joint Economic Committee, 1991).
Federal Bureau of Prisons. (1991). Washington, DC: Department of Research and Evaluation.
Joint Economic Committee (1991, August). Doing drugs and dropping out: A report prepared for the use of the subcommittee on economic growth, trade, and taxes of the joint economic committee. Washington, DC: US Government Printing Office.
Office of Juvenile Justice and Delinquency Prevention (1995). Juvenile offenders and victims: A national report.Pittsburgh, PA: National Center for Juvenile Justice.
US Select Committee. (1992, March). On the edge of the American dream: A social and economic profile in 1992. Select Committee on Narcotics Abuse and Control. Washington, DC: Government Printing Office.
Wagner, M., D'Amico, R., Marder, C., Newman, L. & Blackorby, J. (1992). What happens next? Trends in post-school outcomes of youth with disabilities. The second comprehensive report from the national longitudinal transition strudy of special education students. SRI International. Washington, DC: US Department of Education, Office of Special Education Programs.
|© 2001 The CECP is part of the American Institutes for Research (AIR), and is funded under a cooperative agreement with the Office of Special Education Programs (OSEP), U.S. Department of Education (ED), with supplemental funding from the Center for Mental Health Services (CMHS), U.S. Department of Health and Human Services (HHS).|