The concepts that I have used to answer this question is Family Structure, Race and Parent's Socioeconomic status. While using these concepts to answer the question you must find 5-8 scholarly sources

Drug Intake Inflicting with Education

In today’s society, researchers and evidence raised awareness in how previous usage of drug substances can affect academic performance of adolescents and young adults associated with education. Crowe and Dickenson (1997) listed consequences in which was explained that substance abuse would lead to declining school grades, increases in absences, increased probability for dropping out, etc. A research was also brought to light by Sahu, Kamlesh K. and Sahu Soma by indicating a decrease in dedication to education and higher absences. This can impact numerous factors being general decision making, level of concentration in reembrace of information, attitudes on career choices or professional interest, and study habits making this theory of drug substances in affecting with education appear to be probable. An article published by the journal of Addiction and Dependence in identifying the effects heroin reveals comparable findings, stating that adolescents abusing substances do express a lack of engagement in learning material and their attitudes on education in general (Paolini, 2016). This creates the hypothesis that a higher intake of drugs will decrease academic performance of students in high school through college. Understanding substance abuse and how it affects the motivation and performance in completing school work would be beneficial in building programs or tactics to decreasing substance abuse to increase higher academic progress. These assertions, discussed by different researchers and scholars, build on the perception that other evidence and data can prove that this hypothesis could be valid in that theirs a connection between substance abuse and academic performance.

Research Studies on Drug Effects in High School

According to the National Institute of Drug Abuse (2014), Marijuana has been classified as the most popular illicit drug among teenagers. A chart pertaining to Marijuana perceived risk vs. past year usage by twelfth graders, the study indicated that the perceived risk of Marijuana has decrease to 20 percent by 2013, and past year usage has gradually revealed an increase to 38 percent as of 2013. This means that while awareness of the risk of using marijuana declines, it leads to people thinking the substance itself is not threatening to the body thus expressing less objection. While people think the substance is safe, The American Psychology Association contradicts this fact stating, “those who reported using the drug in three or more waves of the study — experienced a drop in neuropsychological functioning equivalent to about six IQ points (Weir, 2015).” This research implies a decrease of the IQ not only can affect the intelligence of an individual, but may also interfere with their decision making, efficiency or drive in completing specific tasks, and professional interest pertaining to education thus inflict with performance and grade averages.

Another study was conducted in 2009, associated with National Risk Behavior Survey, with the percentage of high school students in the United States engaging in alcohol and other drug substances. The study categorized the results by the grades the students earned. The results revealed that not only students with high grades were less likely to engage in substances, but lead to the theory that excessive intake of alcohol and drug use lead to lower grades and academic performance (National Center for Chronic Disease Prevention & Health Promotion, 2009). For example, the percentage of students that’s ever-used cocaine and obtained averages and grades of A’s was only 2 percent, while the percentage of students that has used cocaine and received Ds and Fs was 20%. Another study was based on the CBHSQ Report associated with the National Survey on Drug Use and Health. This report combined national surveys pertaining to abusing drug substances and health data from 2002 to 2014. It was informed that an approximately 11.3 percent of youths from the age range of 16 to 18 that use drug substances has dropped out of school (Horn, Lipari, & Tice, 2017).

Research Studies on Drug Effects in College

Another example in how the dropping of the I.Q. can affect academic performance and drive was a survey study took place in a private university in suburban southern Connecticut. The study included two groups in which one group was 262 participants that were classified as undergraduates who self-reported a lifetime usage of drug substances. Results from the survey revealed that 44 percent of the 262 participants pertaining to the lifetime consequences of abusing drugs has not done homework, not studied for a test, or received a low grade in a course (Palmer, McMahon, Moreggi, Rounsaville, and Ball 2012).

Another research pertaining to substance use affecting educational outcomes was conducted by Daniel I. Rees, associated with the University of Colorado. This research studied if substance usage of drugs affects outcomes in academic performance. Although his research raised suspicion in stating temporarily there is a lack of sufficient evidence, however data retrieved from the bar chart made a connection between drug substances affecting educational performance that can potentially support this declaration. The bar chart identified dropout rates for U.S. adults age 18-20 years old who used an illicit drug in the previous month. Approximately 20 percent of adults using an illicit drug in the previous month completed, or successfully enrolled in a high school and 28 percent of adults using an illicit drug in the previous month dropped out of school. This means that dropping out of school was more likely to occur for students using illicit drugs than completing, or successfully enrolling in high school (Rees, 2014). Furthermore, this also concluded that illicit drug substances can redirect drive and motivation with academics in pertaining to task completions and studying that can result to poor performance thus failing to obtaining a diploma.

Conclusion

In this literature review, the purpose was to concentrate on emphasizing the significance of abusing drug substance, serving as the independent variable, interfering with the academic progress and performance of an individual, serving as the dependent variable. Furthermore, this literature review presented data and beneficial information from studies provided by scholarly resources thus taking a deductive research approach in first identifying a theory on individuals with previous history of drug intake to then analyzing and building on data from studies implicating a connection thus drawing the conclusion if it supports the hypothesis afterwards. Although a variety of different factors can influence school performances if one progresses or declines in progress, however based on the information displayed, serves to be beneficial in that people with previous history of drug abuse does inflict with the overall academic performance pertaining to adolescents to adulthood.

References

Crowe, Ann, & Dickenson, Tonya. 1997. “Capacity Building for Juvenile Substance Abuse Treatment.” Office of Juvenile Justice and Delinquency Prevention. Washington, DC. Retrieved September 18th, 2018.

https://www.ncjrs.gov/pdffiles1/167251.pdf

National Institute on Drug Abuse. 2014. “Illicit Drug Use.” Drug Facts: High School and Youth Trends. pg (1). National Institute of Drug Abuse. Retrieved September 9th, 2018. https://www.drugabuse.gov/sites/default/files/drugfactsmtf.pdf

National Center for Chronic Disease Prevention and Health Promotion. 2009. “What is the Relationship Between Alcohol and Other Drug Use and Academic Achievement?” Alcohol and Other Drug Use and Academic Achievement. Retrieved September 13th, 2018.

https://www.cdc.gov/healthyyouth/health_and_academics/pdf/alcohol_other_drug.pdf

Palmer, Rebekka S., McMahon, Thomas J., Moreggi, Danielle I., Rounsaville, Bruce J., & Ball, Samuel A. 2012. “College Student Drug Use: Patterns, Concerns, Consequences, and Interest in Intervention.” Journal of College Student Development, 53(1). Retrieved September 9th, 2018.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3856915/

Paolini, Allison C. 2016. “Role of School Counselor in Mitigating Heroin Usage Amongst Adolescents: Implications for the School Counselor Profession.” Journal of Addiction and Dependence, 2(4):1-6. Retrieved September 18th, 2018.

https://www.ommegaonline.org/article-details/Role-of-School-Counselor-in-Mitigating-Heroin-Usage-Amongst-Adolescents-Implications-for-the-School-Counselor-Profession/971

Reese, Daniel I. 2014. “Does Substance Use Affect Educational Outcomes?” IZA World of Labor. University of Colorado, Denver, USA, and IZA, Germany. Retrieved September 18th, 2018.

https://wol.iza.org/articles/does-substance-use-affect-educational-outcomes/long

Sahu, Kamlesh K. & Sahu Soma. 2011. “Substance Abuse Causes and Consequences”. Bangabasi Academic journal, 9:55. Retrieved September 22nd, 2018.

Weir Kristen. 2015. “Marijuana and the developing brain.” American Psychological Association, 46(10):48. Retrieved September 15th, 2018.

http://www.apa.org/monitor/2015/11/marijuana-brain.aspx

Van Horn, Struther L., Lipari, Rachael N., & Tice Peter. 2017. “Substance Use Among 12th Grade Aged Youths, By Dropout Status.” The CBHSQ Report. August 15th, 2017. National Survey on Drug Use and Health. Rockville, MD. Retrieved September 20th, 2018.

https://www.samhsa.gov/data/sites/default/files/report_3196/ShortReport-3196.pdf