Abstract
This research is a qualitative research that dealt with the case of support for school completion strategies in high school in the United States. In Japan, where issues related to academic achievement disparities, advancement opportunities, and societal status disparities among families are taken up in the educational psychology, surveys were conducted in order to obtain suggestions on high schools and special training schools where it is difficult to complete schools. In the United States, there is a marked disparity between ethnicity and social status. Minorities have experienced many difficulties in completing high school students’ studies. However, at the same time, the federal government's policy is also in progress. As a result of the survey, it is critical that were obtained two points. The first is collaboration with external specialized agencies that guarantee school completion in high school. The Board of Education will be at the center of the school completion and completion of university preparation course work, and will be organized including external specialized institutions. The response to the problem is not limited to the school organization, but is utilizing the functions of an external specialized organization such as a research institute or NPO in the area (school district). The second is the placement of tutors and mentors by external specialized agencies and the manualization of their work. As one of its features, the interference with students is that the purpose is clearly theorized, such as support for school completion, or support for university preparation, not dropout prevention. The other is that what the tutor or mentor uses as an indicator and what kind of support they will work on for the purpose is manualized in detail.
