雷耶斯（1993）的研究随访了低风险和高风险的西班牙裔高中学生一年后，他们的预期毕业率。她发现低风险的学生完成学业的几率要高于高风险学生。然后，她看了一个主要原因，导致学校失败的西班牙裔美国人，特别是，他们暴露于众多的压力生活事件，使他们在高风险辍学。例如，他们的社区可能会遇到高于平均水平的犯罪率，失业，毒品，帮派，青少年怀孕，福利依赖等，因此，这些学生有时有一个更困难的时间调整到学校的环境。这可能会导致过多的旷课、逃学，并最终转移到晚上学校或研究生同等学历文凭课程。紧张的生活事件也影响家庭的决定搬迁，这进一步有助于学生的学习成绩的不稳定。无论是迁出国家还是回到原籍国，父母都会重新安置那些在家里或学校里遇到行为问题的孩子，并把他们带出紧张的环境，特别是当孩子们卷入帮派或毒品的时候。不幸的是，似乎父母对孩子的教育，不管环境如何，都是决定孩子是否毕业的决定因素。
澳洲查尔斯特论文代写:预期毕业率
Reyes' (1993) study followed up on low and high risk Hispanic high school students a year after their expected graduation rate. She found that low-risk students completed school at a much higher rate than high risk students. She then looked at one of the major reasons that lead to school failure for young Hispanics; specifically, their exposure to numerous stressful life events which places them at high risk for dropping out. For example, their neighborhoods may experience higher than average crime rates, unemployment, drugs, gangs, teen pregnancies, welfare dependency, etc. As a result, these students sometimes have a more difficult time adjusting to a school environment. This could lead to excessive absenteeism, truancy, and an eventual transfer to night school or a Graduate Equivalency Diploma program. The stressful life events also influence family decisions to relocate which contributes further to the instability of student's academic performance. Whether moving out of state or back to their country of origin, parents relocate children who are experiencing behavioral problems at home or school and take them out of the stressful environment, especially if the children get involved with gangs or drugs. Unfortunately, it appears that parents' involvement with their children's education, regardless of environment, could have been a determining factor as to whether that child graduated or not.
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