This paper examines factors that contribute to delinquency or deterrence among high school dropouts. It identifies common characteristics of delinquent dropouts, such as coming from low-income single-parent homes, living in impoverished environments, and having mental health issues. Conversely, dropouts deterred from crime often have commitments to legitimate institutions like work or family that replace school. The paper argues that increasing graduation rates and access to after-school programs could help deter crime and save billions annually spent on the juvenile justice system.

1. 1
The High School Dropout:
Identifiable Factors for delinquency and deterrence.
Jessica Riley
University of Central Florida
April 8th
2015

2. 2
Contents:
Introduction……………………………………………………………………………………….3
Summary…………………………………………………………………………………………..3
The Delinquent………………………………….…………………………………………………4
The Deterred………………………………………………………………………………………5
Conclusion…………………………………………………………………………………………6
Author Works and Credibility……………………………………………………………………...7
Travis Hirschi: Social Bond Theory…………………………………………….………..…7
Rishawn Biddle: The Cost of Juvenile Justice………………………………………………8
Works Cited…………………………………………………………………………………...9&10

3. 3
Introduction:
Today, there are approximately 70 million children in the US under the age of 18; 20 million of
these children are between the ages of 11 and 17 (census.gov, 2012). These 20 million are those that
choose to stay in school or drop out of school and they may either enter a legitimate life or a
criminal one. What is it that determines this choice for a young adult? The purpose of this paper is
to distinguish the characteristics of a dropout that may lead a life of crime or the dropout that that
continues on a legitimate road. However, first, let’s look at the statistics to have a better
understanding of the situation.
Summary:
It has long been known that there is a correlation of education and its effects on crime.
Currently, the high school student drop out average is up to 1.2 million annually (Buidon.org, 2014).
Furthermore, juvenile delinquency represents an average of 2.1 million or more in arrests annually
(repeat offending is extremely popular among this demographic). Right now in the US, including this
moment, on a daily basis there is approximately 96,000 or more youths in our criminal justice
system. Out of the 96,000 incarcerated only 12% have a high school diploma and by just dropping
of high school, the student now faces an 80% chance to engage in delinquency (Biddle, Rishawn,
2010). For each arrested juvenile, the US spends $240 per day equaling a spending of $5.7 billion a
year for the incarceration of our Nation’s young adults (Justice Policy, 2009). In comparison, there
are about 14 million students enrolled in 9-12th
grade and the US expenditures only equals to roughly
$650 million annually for public schools k-12 (this is almost three times the annual spending for
public schools, even though they house less than 10% of our youth) (census.gov, 2012). If we could
increase the graduation rate of only white males by just 1%, the US could save over $1.5 billion

4. 4
annually (Lochner, 2003). So, how do we know who is the 1%? How can we find and identify them
to encourage the completion of high school?
The Delinquent:
Delinquency is a global fallacy, meaning that there is not a one-size-fits-all shoe for any situation
in crime. There are infinite amount of attributes that can lead a person into crime. However, with
this in mind, there are very similar characteristics that are shared and can be seen among this
population. The most defining or largest contributing factors for dropouts that engage in crime after
dropping out are their guardians, the environment in which they live in, as well as any mental
instability such as, anxiety, depression, or hyperactive (Flores, 2003). Often the reason for leaving
school is not a legit reason as well. It will consist of something like, “I didn’t like it” or “I didn’t do
well.”(Groot, kleveren, & Massen, Rud, 2012)
One of the most common features that may create the highest risk for delinquency is the single
family home where the mother is the head of household. With a single family home will bring lower
income and a more absentee parent; this leads me into the subject of environment. If the income
level is below poverty, it is most likely that the environment is of low commitments, morals and
values as well. A child being raised in this environment with a less present guardian is most likely to
be raised, as social learning would suggest, by that environment and adopt the same mindset and
values (Flores, 2003).
According to the Census Bureau’s (2012)report, there are 1,096,000 families with ages of 15-24
under poverty level. In addition, out of 8.6 million families with children ages 3-5 from the years
1993 to 2007, there were only 36,000 to 83,000 parents that showed involvement with home literacy.
Over half of these families (4.4 million) are single family homes with a female head householder.

5. 5
These children are now from ages 17 to 11 years old and today’s teens. Another common theme for
this scenario is drug abuse, not only by the mother, but also the child. To throw another kink in
their step, if they have any depression, anxiety or hyperactivity naturally or from any kind of abuse,
the odds go up even further for a life of crime after dropping out (Flores, 2003). Ialso say life of
crime, because those who commit crime during their young adult lives are also the highest at risk for
recidivism. Juvenile delinquents are more likely than murderers to return to jail after release and
continue to be in and out of the criminal justice system. Unfortunately another attribute is a person’s
ethnic background. Minorities are and have been for a long time overrepresented in arrests. Over
60% of arrested juveniles are of a minority; 30% Black/African American, 20% Hispanic and other
as the last 10% (Census.gov).
The Deterred:
The characteristics become a lot shorter for those who do not engage in crime after dropping
out. The differences for those who are self-disciplined in contrast to the juvenile delinquent are
their commitments and reasoning (Hirschi, Travis, 1969). According to Travis Herschi’s (1969) and
his Social Bonds Theory, what will stop a person from committing crime is the person’s actual
commitment to a legitimate institution such as a church, a home, work, or a positive relationship
with the community. The participation in an institution not only reduces the actual time that one
may engage in illegitimate activities, but it also gives the person a sense of self-worth and confidence.
Being committed to a legitimate program lays the ground for learning and embracing the proper
values and morals to be accepted in society. They, however, cannot just be a part of it; they must
wholeheartedly accept and have some kind of deeper attachment (Hirschi, Travis, 1969).
Having this institution is important for a dropout. In fact, it is almost a must. The largest
contributing commonality for the high school dropout that does not commit crime is that they have

6. 6
a legitimate substitute to replace school, replacing one institution for another. These students are in
the same family and economic circumstances as those who turn to delinquency. They may have a
more engaging family member at home to give the proper guidance, yet it’s their reasoning for
leaving school and the plan to be committed somewhere else that separates the two. Some students
may leave to go to work, to care for a family member at home, or finish school early and get their
GED. No matter what the reason is, the high school dropout who does not commit crime has a
reason to leave with a legitimate replacement (Hirschi, Travis, 1969).
Conclusion to Summary:
This papers purpose is to give others a better understanding of what it is that high school
dropouts need to succeed in life. Those that leave school without a diploma, yet have a substitute
and reason for leaving school average the same income as those with a high school diploma. The
dropout’s average income is $20,241 annually whilethose with a high school diploma or equivalent
earn annually $30,627. This is over a $9,000 increase that totalsover 470,000 over a lifetime. We
need to encourage the students to do things right and helping them out of the vicious cycle of
poverty and crime (Kokemuller, Neil, 2015). Instead of punishing juveniles for what is wrong, we
need to support and give them the confidence they necessary to succeed in a legitimate life. Ivan
Pavlov did not reprimand his dog for wrong behaviors; as an alternative Pavlov rewarded his dog for
the correct behavior. Think of how we could better our future generations if we spent the $5.7
billion spent on juvenile delinquency. This is almost nine times the amount our nation spends for
our K-12 public education annually (Census.gov 2012). We could create more accommodating after
school activities (the schools most effective way to reduce criminality), more teachers to help those
that need a little extra one on one (reduce anxiety and depression for those who have a harder time
understanding), and we could create better programs to encourage students to take the next step to

7. 7
college. Education helps to rid of ignorance and close mindedness; it exercises executive cognitive
functioning that immediately reduces crime by having the ability to understand future consequences.
There are so many things we could do and all we need is a 1% increase in graduates to make an
enormous impact.
Author Works and Credibility:
SOCIAL BOND/SOCIAL CONTROL THEORY
Hirschi, Travis.
In 1969, Travis Hirschi proposed the Social Bonds Theory. This theory is extremely well known
among the criminology field and is still one of the most widely cited today. His theory is based off of
Merton’s Anomie Strain theory that suggests that there is criminal motivation due to one’s
disconnecting of societal norms. Hirschi, however, differs from this theory and most others because
he does not ask the usual, “Why do people commit crime?” he asked “Why don’t we commit crime?’
He looks at the behaviors of those who are a positive and contributing part of society. Hirschi
discovered that people made bonds with other people and in institutions that established values and
norms that deterred an individual from engaging in criminal acts and gave them will and the ability
to control any deviant behavior. There are four bonds that complete his theory and are the key to
the question, “Why don’t we?”
The first bond is the measure of one’s Attachment. This describes ones attachment to family,
school or institution that establishes a person’s strength for social control. Not engaging in a deviant
act because they know the consequences that will come from a family member displays self-control
and deterrence. The second is commitment. The deterrence comes from the weighing of
consequences. When someone has a commitment to something or someone that is valued and

8. 8
viewed important, there is a fear of losing the commitment that hinders the need to entertain in any
criminal acts. The third bond is Involvement. This bond is simply, the more time you spend and are
involved in your legitimate institution, the less time there is to engage in illegitimate activities. The
last of hid bonds is Belief. You can be attached, valueyour commitment and be involved, yet you
must believe in it. You cannot have the first three without the last. Also, if any of these bonds are
missing it cannot be a true Social Bond. All four must be present for the deterrence in crime.
THE HIGH COST OF JUVENILE JUSTICE
Biddle, Rishawn.
Rishawn Biddle writes a very short but concise published article through This is Dropout Nation.
The article goes straight to the point about the issues with our Nation and its schools. This article
was written without any fluff, but does so in a way that you can see the bias through his visible
sarcasms. He brings up great facts and points that I doubt most can argue.
Biddle’s article is about the devastating statethat our nation is in with its dropouts and
delinquency. He writes about the statistics for the amount of juveniles arrested each year. The
billions that are spent along with the types of charges that goes along and coincides with the arrests.
You can tell he is not sad but sickened at the direction that our youth are heading and how there
seems to be nothing is done about it. I would like to talk more about this article, yet as I said, this
was a very short and to the point article. Even though it was short, the article is very informative.

9. 9
Works Cited:
 Biddle, Rishawn. (2010). The High Cost of Juvenile Justice; This is Dropout Nation, Web. Retrieved
From:
http://dropoutnation.net/2010/11/23/dropout-nation-high-cost-juvenile-justice/
 Buildon.org, (2014) The Dropout Crisis and Poverty Retrieved from:
http://www.buildon.org/dropout-crisis-us
 Doll, Jonathan Jacob. Eslami, Zohreh, and Walters, Lynne; (2013) Understanding Why Students
Drop Out of High School, According to Their Own Reports: Are They Pushed or Pulled, or Do They Fall
Out? A Comparative Analysis of Seven Nationally Representative Studies. Published article by Sage.
Web. Retrieved From:
sgo.sagepub.com
 Flores, Robert J., (2003). Child Delinquency, Risk and Protective Factors of Child Delinquency, U.S.
Department of Justice Office of Justice Programs Office of Juvenile Justice and Delinquency
Prevention; Web. Retrieved From:
file:///C:/Users/Gidgett/IDS4934Litview/Dropoutfactors.pdf
 Groot, Chris; Wim; Rud, Iryna; Van, Klaveren Maassen van den, Henrie¨ tte (2012). Brink
The externalitiesof crime: The effect of criminal involvement of parentson the educational attainment of their
children, Economics of Education Review; Web. Retrieved From:
www.Elssvier.com
 Lochner, Lance, (2003) The Effect of Education on Crime: Evidence from Prison Inmates,
Arrests, and Self-Reports, Web. Article, Retrieved from:
http://eml.berkeley.edu/~moretti/lm46.pdf

10. 10
 Justice Policy. (2009)The Costs of Confinement: Why Good Juvenile Justice Policies Make
Good Fiscal Sense. The Justice policy Institute 1-23. Website Retrieved From:
http://www.justicepolicy.org/research/78
 Kokemuller, Neil; (2015) Graduated High School Students vs. Dropouts. Synonym; Retrieved From:
http://classroom.synonym.com/graduated-high-school-students-vs-dropouts-1483.htm
 Puzzanchera, Charles.(2003), JuvenileCourt Statistics, U.S. Department of Justice Office of
Justice Programs, Office of Juvenile Justice and Delinquency Prevention, Published in
Laurel, MD Retrieved From:
https://www.ncjrs.gov/pdffiles1/ojjdp/193696.pdf
 United States Census Bureau, Criminal Justice Statistics, Juvenile Population Statistics, office
of Juvenile Justice and Delinquency Prevention Retrieved From:
http://www.census.gov/govs/cj/