Taking the Lead to minimize high school dropouts

Ithas been the generalunderstanding that the urban high schools that predominantly favor at-risk students haven’t been able to meet expectation since disproportionate numbers of poor white students and minority children are droppingout. The reason is thatdropping out of school has both a negative personal effect and an economic impact on the individual and the community. For instance, between 1972 and 1982, the school dropout rate increased by nearly 5%, from 23.8% to 28.7% according to (Education Week, 1989).
Today, it is estimated that one of four students enrolled in ninth grade are faced with the problem of dropping out of school before high school graduation. The dropout rate varies from State to State, ranging from 7% to as high as 40% across the 50 states (The Annie Casey Foundation, 2009). In a report published by Castle News, it was discovered that there was a rise in graduation rate from 47% in 2010 to 54% in 2011 due to linkage between principal leadership practices and student dropout rates (Jacobson et al., 2007; Mansfield Cummings, 2013; Marzano, Walters, & McNulty, 2005; Schargel et al., 2007).
According to Marzano (2003) leadership is the primary foundation for change at all school levels, because it is the single most important aspect of effective school reforms and school effectiveness. He believes that good leadership in schools helps to create change, new patterns of actions, vision, and belief systems necessary for change (Bruggencate, Luyten, Scheerens, & Sieegers, 2012; Schargel et al., 2007; Senge, 1999, 2006).  Besides, Senge (2006) thought of leadership in terms of the “ecology of leadership,” which he believes is the new form of school leadership that emphasizes on relationships where leaders need one another. Schargel et al. (2007) in support, stressed on the importance of the principal as a manager/leader, and of parental and community involvement as an effective collaboration that help to contribute to students’ success. Such leaders have the capacity to influence factors associated with school climate, school connectedness, culture, attendance, school safety, and student achievement. Thus, these developmental practices adopted in leadership profiles, practices, and strategies are determined to assist in reducing high school dropout of at-risk youth and their ability to graduate.
We at Testimony at Triumphant Community International strongly attest that dropping out of school should not be an option for any child. This is primarily due to the availability of a variety of initiatives such as the precollege/dropout prevention after-school programs, credit recovery, specific case management program, advocacy activities, mental health services, and counseling services to help combat this prevailing phenomenon. Therefore, the era of districts blaming the administrators, the parents blaming the school authorities, the teachers blaming the parents, and students blaming their teachers is virtually over. At this juncture, each entity must resolve to take some responsibility when a student’s become dropouts. 
Finally, our leaders at TTCI pay great attention to students dropping out of school by contributing our valuable efforts to re-engage them to return to the system and become successful in their endeavors. Thus, the primary concern of Testimony at Triumphant Community International endeavors to build upon the linkages between leaders and followers and their respective successes in reducing high school dropout of at-risk youth, a policy we admire more. Especially the application of intervention techniques that could increase attendance and ultimately reduce high school dropout rates.
Education Week (1989), Retrieved from http:/www.edweek.org/ew/articles
The Annie E. Casey Foundation. (2009). KIDS COUNT indicator brief, reducing the high school dropout rate. Retrieved from http://www.kidscount.org
Bruggencate, G. T., Luyten, H., Scheerens, J., & Sieegers, P. (2012). Modeling the influence of school leaders on student achievement: How can school leaders makea difference? Educational Administration Quarterly, 48(4), 699-732. doi:10.1177/001316IX11436272

Schargel, F. P., Thacker, T., & Bell, J. S. (2007). From at risk to academic excellence: What successful leaders do. Larchmont, NY : Eye on Education