the difference between the high school low and high achievers closely related to personality, internal and external attribution to high school and post-secondary programs events as well as how attribution influences the school dropouts’ behavior (Iver, 2010: Borman and Dowling, 2010).
iii. Emotional intelligent model base on the high school dropouts self-awareness and regulation to build an internal motivation that encourages them to learn their society role and get motivated to go back to school later in life (Rose, 2013)
iii. Problem-based learning models based on the learning process and concepts that serves as a guideline motivates dropout learners to develop an alternative opportunity to encounter the challenges experienced in high schools in post-secondary schools (Renzulli and Park, 2012)
iii. Effectiveness of classroom management and educational psychology concepts based on establishing a conducive learning environment and classroom tips and techniques that support clear learning goals, behavior expectations and effective teachers-learners relationships (Miller, 2012).
i. Historical events: In American and global history, there have been little concern by the government and the global initiatives that have been enacted to resolve high school dropouts’ issues and drive support for those dropouts who decide to attend post-secondary school programs later in life to increase national security as well as global literacy.
ii. High school dropouts tend to develop negative attitudes that have provoked initiation of intervention measures such as GED programs to help in overcoming some of the challenges face experienced (Miller, 2012; Iver, 2010).
iii. National Security – Today’s America education systems continues to lose its footage as the top academic powerhouse to put measures in place to fight against increased high school dropouts and remain a global leader in quality education (Renzulli and Park, 2012: Rumberger, 2011).
iv. Global Literacy -