At-Risk Students

2019 ◽  
Author(s):  
Gary Natriello
Keyword(s):  
At Risk ◽  
At Risk Students ◽  
Individual Characteristics ◽  
Dropping Out ◽  
Community Resources ◽  
Factors Associated ◽  
School Conditions ◽  
Multiple Factors ◽  
Poor School ◽  
Out Of School

Students in danger of not completing a particular level of schooling have been termed “at-risk.” Reasons that students may be at risk include individual characteristics, family circumstances, poor school conditions, and lack of community resources. Studies of single factors, multiple factors, and programmatic interventions have all identified specific variables associated with greater risk of dropping out of school. The various factors associated with dropping out can offset one another to reduce the risk or reinforce one another to enhance the risk that students will leave school early.

scholarly journals The Value of Direct Instruction for At-Risk Students

2020 ◽  
Vol 4 (2) ◽  
pp. 10
Author(s):  
Kevin Butler
Keyword(s):  
At Risk ◽  
Direct Instruction ◽  
Low Income ◽  
Teaching Methods ◽  
Social Issues ◽  
At Risk Students ◽  
Drop Out ◽  
Dropping Out ◽  
Guided Instruction ◽  
Out Of School

Students of color and low-income students are at a much higher risk of dropping out of school than more privileged students. Dropping out of school can lead to severe social issues -- students who drop out of school are much more likely to end up incarcerated and to remain unemployed for long periods of time. However, strong empirical research indicates that certain teaching methods are highly beneficial for the academic achievement of at-risk students in addition to being beneficial for the achievement of all students in general. These teaching methods are based around direct, teacher-centered instruction. In contrast, teaching methods based around minimally-guided instruction tend to be ineffective (or even detrimental) for at-risk students. This text outlines the benefits of direct instruction and the potential risks of minimally-guided instruction, along with specific steps for implementing effective teaching strategies.

scholarly journals Application of Hellison's Teaching Personal and Social Responsibility Model in Physical Education to Improve Self-Efficacy for Adolescents at Risk of Dropping-out of School

2010 ◽  
Vol 13 (2) ◽  
pp. 667-676 ◽  
Author(s):  
Amparo Escartí ◽  
Melchor Gutiérrez ◽  
Carmina Pascual ◽  
Diana Marín
Keyword(s):  
At Risk ◽  
Physical Education ◽  
Social Responsibility ◽  
Self Efficacy ◽  
Intervention Group ◽  
Dropping Out ◽  
Personal And Social Responsibility ◽  
Responsibility Model ◽  
At Risk Adolescents ◽  
Out Of School

This study evaluated improvement in self-efficacy and personal and social responsibility among at-risk of dropping-out of school adolescents participating in a program in which Hellison's Teaching Personal and Social Responsibility Model was applied in physical education classes during the course of an academic year. Thirty at-risk adolescents aged 13-14 years old (23 boys, 7 girls) were assigned to an intervention group (12 boys and 3 girls) or a comparison group (11 boys, 4 girls), the latter of which did not participate in the program. Quantitative results showed a significant improvement in the students' self-efficacy for enlisting social resources and in self-efficacy for self-regulated learning. Qualitative results showed an improvement in responsibility behaviors of participants in the intervention group. This suggests that the model could be effective for improving psychological and social development in at-risk adolescents, and that physical education classes may be an appropriate arena for working with these young people.

Out-of-School-Time Programs: A Meta-Analysis of Effects for At-Risk Students

2006 ◽  
Vol 76 (2) ◽  
pp. 275-313 ◽  
Author(s):  
Patricia A. Lauer ◽  
Motoko Akiba ◽  
Stephanie B. Wilkerson ◽  
Helen S. Apthorp ◽  
David Snow ◽  
...  
Keyword(s):  
At Risk ◽  
Meta Analysis ◽  
At Risk Students ◽  
After School ◽  
Out Of School Time ◽  
Positive Effects ◽  
School Time ◽  
Summer Schools ◽  
Meta Analyses ◽  
Out Of School

Schools and districts are adopting out-of-school-time (OST) programs such as after-school programs and summer schools to supplement the education of low-achieving students. However, research has painted a mixed picture of their effectiveness. To clarify OST impacts, this synthesis examined research on OST programs for assisting at-risk students in reading and/or mathematics. Researchers analyzed 35 OST studies that employed control or comparison groups and met other inclusion criteria. Meta-analyses indicated small but statistically significant positive effects of OST on both reading and mathematics student achievement and larger positive effect sizes for programs with specific characteristics such as tutoring in reading. Whether the OST program took place after school or during the summer did not make a difference in effectiveness.

scholarly journals Evolving an Accelerated School Model through Student Perceptions and Student Outcome Data

2016 ◽  
Vol 2 (2) ◽  
pp. 385
Author(s):  
Donna L. Braun ◽  
Robert K. Gable ◽  
Felice D. Billups ◽  
Mary Vieira ◽  
Danielle Blasczak
Keyword(s):  
At Risk ◽  
Student Perceptions ◽  
Grade Retention ◽  
Grade Level ◽  
Outcome Data ◽  
Student Outcome ◽  
Dropping Out ◽  
High Expectations ◽  
School Model ◽  
Out Of School

<p>A mixed methods convergent evaluation informed the redesign of an innovative public school that uses an accelerated model to serve grades 7-9 students who have been retained in grade level and are at risk for dropping out of school. After over 25 years in operation, a shift of practices/policies away from grade retention and toward social promotion required the school to adapt their model to best served students with high risk factors for dropping out of school who have been socially promoted, rather than retained in grade level. This study provided the qualitative (perspectives of former students (<em>N</em> = 8) and quantitative (demographic and outcome variables for students (<em>N </em>= 164)<em> </em>who completed the program between 2007-2009)<em> </em>data to ground the evolution of the school model. Five critical aspects of the school model emerged from the former students: teacher as warm demander, diverse and creative practices, being one community, student self-efficacy, and upholding diversity and equity. Quantitative analyses revealed the key finding that the number of times a student accelerated to the next grade in their courses was a positive predictor of all the high school outcomes studied. Data mixed during interpretation generated recommendations to continue strong practices and strengthen the following: have students set, monitor, and share progress; increase clear and high expectations; engage the adult community in setting, tracking and assessing goals; and increase culturally competent practices. These findings can also be used by schools serving students who may be at risk for dropping out of school.</p>

Conclusion

2019 ◽  
pp. 108-108
Author(s):  
Howard M. Blonsky
Keyword(s):  
At Risk ◽  
Dropout Prevention ◽  
Dropping Out ◽  
Student Body ◽  
Services And Supports ◽  
Out Of School

I sincerely hope that the material presented in these pages will assist you, as a dropout prevention specialist, to be a catalyst in your school and/or district, in identifying those students, either individually or in groups, who are at risk for dropping out of school. By helping to craft and implement opportunities, services, and supports to address the issues and needs identified in the student body, you are helping tremendously to lower the potential for more students dropping out....

Effects of Risk Factors on Adolescents' Resiliency and Coping

1998 ◽  
Vol 82 (2) ◽  
pp. 675-678 ◽  
Author(s):  
Cynthia L. Jew ◽  
Kathy E. Green
Keyword(s):  
Risk Factors ◽  
At Risk ◽  
Alcohol Use ◽  
Behavioral Problems ◽  
Dropping Out ◽  
Five Factors ◽  
Drug And Alcohol Use ◽  
And Coping ◽  
Drug And Alcohol ◽  
Out Of School

The relationships among five factors characterized as placing adolescents at risk for behavioral problems such as dropping out of school or drug and alcohol use, and resiliency and coping were evaluated for a sample of 392 students in Grades 7 to 12. Students self-reported to be at-risk differed in scores on resiliency but not in coping from those with no self-reported risk factors.

'A helping hand': The role of career guidance in finding the right career pathway for at-risk students in three European contexts

2019 ◽  
Vol 43 (1) ◽  
pp. 48-53
Author(s):  
Szilvia Schmitsek
Keyword(s):  
At Risk ◽  
Career Guidance ◽  
At Risk Students ◽  
Dropping Out ◽  
Career Pathway ◽  
Sources Of Support ◽  
The Right ◽  
Second Chance ◽  
Different Sources

This paper explores the educational experiences of young people who had been at risk of dropping out and gained a qualification at a second chance provision. It is based on comparative fieldwork in England, Denmark and Hungary with empirical data collected from observations; and 28 interviews with former students. By listening to the voices of students, the analysis focused on the relevance of different sources of support. The findings revealed that individual study pathways and intensified guidance effort led students to pursue their career in higher education and/or in the labour market.

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