ABSTRACT
In the United States, the educational system has become a significant medium for the preparation of children’s transition into adulthood. Contemporary school systems are responsible for imparting basic academic knowledge and skills and didactic job-skills training, as well as assuming many of the socialization functions that earlier had been the sole responsibility of the family (J. J. McWhirter, 1998). Also consider that the school is the location in which children spend 30% to 40% of their waking hours, has mandatory attendance from about age 5 to at least 16 years, and is a primary source of constant evaluation of their performance (which oftentimes determines the child’s level of aptitude for his or her lifetime; Harvey, 1984). As such, the effect of the schooling process probably has a more meaningful impact on the development of the individual than any other social institution. Therefore, outcomes of school must play an important role in the outlook and future livelihood of students. Unfortunately, though, the outcome for too many students in school is that they have not been able to satisfactorily fulfill the expectations placed upon them, and thousands of students “fail” the school system.
