Parent Perceptions of Barriers to Academic Success in a Rural Middle School

2010 ◽  
Vol 14 (1) ◽  
pp. 2156759X1001400
Author(s):  
Dana Griffin ◽  
John P. Galassi
Keyword(s):  
Middle School ◽  
At Risk ◽  
Academic Success ◽  
Parental Involvement ◽  
At Risk Students ◽  
Perceived Barriers ◽  
Academically Successful ◽  
Community Collaboration ◽  
Community Resources ◽  
Rural Middle School

In focus groups, parents of both academically successful seventh-grade students and at-risk students (i.e., failing one or more classes, numerous behavioral referrals, and/or suspensions) in a rural middle school identified perceived barriers to student success as well as school and community resources for overcoming those barriers. Qualitative analysis of the data revealed six common barrier themes for the two groups and two additional themes for parents of academically at-risk students. The results are discussed with respect to the Hoover-Dempsey and Sandler model of parental involvement and the school counselor's role in school-family-community collaboration.

Increasing Academic Success Among Disadvantaged, At-Risk Students: The U-Pace Model

2009 ◽  
Author(s):  
Jessica Barnack ◽  
Raymond Fleming ◽  
Rodney Swain ◽  
Laura Pedrick ◽  
Diane M. Reddy
Keyword(s):  
At Risk ◽  
Academic Success ◽  
At Risk Students

What It Takes to Succeed: The Importance of Social Support for Academically Successful Middle School English Learners

2014 ◽  
Vol 49 (5) ◽  
pp. 658-678 ◽  
Author(s):  
Lottie L. Baker
Keyword(s):  
Social Support ◽  
Middle School ◽  
Academic Success ◽  
English Learners ◽  
Research Study ◽  
Academically Successful ◽  
Minimum Standards ◽  
Students Success ◽  
Middle School English ◽  
Instructional Services

Missing from educational studies on English learners (ELs) is an investigation of those students who succeed beyond minimum standards, defying the achievement gap. The research study presented in this article contributes to this area by examining the experiences and understandings of five middle school ELs who have demonstrated linguistic and academic success. These students are former ELs who once were in need of language support but have now exited from English as a Second Language (ESL) instructional services and are currently enrolled in advanced coursework. A basic qualitative approach was employed utilizing multiple student data sources including interviews and observations. In addition, two of each student’s teachers were interviewed individually for the purposes of triangulation. This manuscript identifies areas of social support contributed to these students’ success and discusses ways in which students understood and activated this support.

ENRICHMENT FOR ACADEMIC SUCCESS: HELPING AT-RISK STUDENTS

1990 ◽  
Vol 15 (6) ◽  
pp. 33-37 ◽  
Author(s):  
ARTHUR REE CAMPBELL ◽  
SANDRA M. DAVIS
Keyword(s):  
At Risk ◽  
Academic Success ◽  
At Risk Students

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.

Assessing the Validity of College Success Indicators for the At-Risk Student: Toward Developing a Best-Practice Model

2017 ◽  
Vol 21 (2) ◽  
pp. 166-183 ◽  
Author(s):  
Leslie Tucker ◽  
Oscar McKnight
Keyword(s):  
At Risk ◽  
Academic Success ◽  
Student Success ◽  
Best Practice ◽  
Research University ◽  
At Risk Students ◽  
American College Test ◽  
Retention Data ◽  
Grade Point ◽  
Success Indicators

This study assessed the feasibility of using precollege success indicators to identify at-risk students at a large 4-year public research university in the Midwest. Retention data from students who participated in an established student success program were examined. The findings affirm that the initial admissions assessment identifying at-risk students is a feasible predictor of academic success, including high school (HS) grade point average (GPA) could predict student success over and above the variance accounted for by American College Test alone; the semester in which students are admitted is a predictor of success; first-semester college GPA can predict academic success over and above chance; there is a significant positive relationship between cognitive ability (i.e., American College Test × HS GPA) and SUCCESS; HS GPA could be used as the single best predictor of student success; and using all three variables to identify student success appears warranted. A PASS model is offered to assist in the development of interventions and success programs.

scholarly journals Incorporating Human–Animal Interaction Into Academic Stress Management Programs: Effects on Typical and At-Risk College Students’ Executive Function

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110116
Author(s):  
Patricia Pendry ◽  
Alexa M. Carr ◽  
Jaymie L. Vandagriff ◽  
Nancy R. Gee
Keyword(s):  
At Risk ◽  
Academic Success ◽  
At Risk Students ◽  
Academic Failure ◽  
Evidence Based ◽  
Stress Prevention ◽  
Human Animal ◽  
Human Animal Interaction ◽  
Animal Interaction ◽  
Intent To Treat

Implementation of university-based animal-assisted stress-prevention programs is increasing despite limited knowledge about impacts on students’ academic success. This randomized trial (N = 309) examined the effects of a 4-week stress-prevention program with varying levels of human–animal interaction (HAI) and evidence-based content presentations on students’ executive functioning (EF). Effects were examined while considering the moderating role of students’ risk status (N = 121), based on history of academic failure, suicidal ideation, mental health, and learning issues. Intent-to-treat analyses showed that at-risk students showed the highest levels of EF (Β = 4.74, p = .018) and metacognition (Β = 4.88, p = .013) at posttest in the condition featuring 100% HAI, effects that remained 6 weeks later (ΒGlobal EF = 4.48, p = .028; ΒMetacognition = 5.31,p = .009). Since evidence-based content presentations did not confer benefits for at-risk students’ EF, even when offered in combination with HAI, universities should consider providing at-risk students with targeted programs emphasizing exposure to HAI.

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