Bureaucratic Dysfunctions affecting Graduation Rates

To: Prof. Pieper

From: YOUR NAME HERE

Date: THE DATE

RE: Bureaucratic dysfunctions affecting graduation rates

Executive Summary.

The minority students in the United States are much less likely to earn a college degree or even complete high school. Bureaucratic errors and bureaucracy are considered contributors to such academic underachievement (Halau, 601). Random bureaucratic errors affect most minority students because they are disproportionately educated in schooling settings where errors are prompt to occur, including in under-resourced boomtowns and urban areas. Solving the problem will guarantee a more stable country in the years to come.

Low Graduation Rates Among Minority Students

According to several literature studies, the minority students, particularly the Latinos in the United States, are less likely to get a college degree or even complete high school. Also, immigrant children from the south and central America and Mexico face significant challenges enrolling in college or finishing high school. However, it is essential that these minority children also get the opportunity to complete college since they represent a growing share of the country’s economic and future workforce (Halau, 601). Failure complete high school and enroll in college studies among Latino Immigrant students have been blamed majorly on classism and racism in schools. Several pieces of literature have indicated how school structures promote inequalities through racialized tracking practices in schools, unequal student access to social capital, and unequal school resources.

In general, scholarship has leaned on the systemic mechanism where schools perpetuate academic underachievement and breed wider social inequalities for Latino Immigrant children. Bureaucratic errors and bureaucracy are considered contributors to such academic underachievement. For example, due to bureaucratic, comprehensive, and overcrowded schools where administrators’ and counselors’ continued lack of competence in dealing with learners’ course schedules and teachers’ doctrine to objectify students and viewing them as some letter or number on a piece of paper enhanced alienation of Latino students from and hostility toward school.

Impacts of Bureaucratic Errors on Student Outcomes

According to a study carried out in a Piedmont Appalachian foothill (new Latino diaspora), with two communities where one is a small metro area and the other is a micropolitan rural area. Dysfunctions, omissions, and bureaucratic errors were found to play a significant role in Latino immigrant youth’s schooling paths (Halau, 617). Learners in the study were found to have been exposed to a continuous onslaught of random errors in their records and course schedules. The learners were as well exposed to bureaucratic omissions where sources of information and resources that were not available were presumed to be available. Moreover, in some instances, the study found learners impacted by the inability of their school bureaucracies to sort unusual situations like transfers to new schools. Further, schools at times insisted on adhering to bureaucratic rules even when such rules worked against the ultimate objectives of schools like college readiness and high academic achievement (Halau, 619). Additionally, dysfunctions and bureaucratic errors were shrouded in school procedures, making them cumbersome for immigrant families and students to correct or detect.

Lastly, random bureaucratic errors affect most minority students because they are disproportionately educated in schooling settings where errors are prompt to occur, including in under-resourced boomtowns and urban areas. Also, minority students and their families are less likely to contest or detect errors due to a lack of familiarity and social capital with the United States schooling system.

Improving Graduation Rates

To enhance the graduation rates of minority students, schools should breed bureaucracies that recognize the diversity of students in a particular school. For instance, “representative bureaucracies” are most likely to be responsive and open to correcting bureaucratic errors. Hence, this leads to a positive result for the minority students through the indirect influence of minority teachers on colleagues’ conduct and exercise of minority teachers’ authority (Halau, 620). This approach may not need more resources to implement; hence, affordable and can be most effective. Nevertheless, it may face criticism from some quotas of the majority families.