Preventing Students who are At Risk from Dropping 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.

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At-Risk Students

Oxford Research Encyclopedia of Education ◽

10.1093/acrefore/9780190264093.013.921 ◽

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.

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

Journal of Educational Issues ◽

10.5296/jei.v2i2.10290 ◽

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

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 (N = 8) and quantitative (demographic and outcome variables for students (N = 164) who completed the program between 2007-2009) 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.

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Conclusion

The Dropout Prevention Specialist Workbook ◽

10.1093/oso/9780190090845.003.0013 ◽

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....

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Interventions With Students at Risk for Dropping Out of School: A High School Responds

The Journal of Educational Research ◽

10.1080/00220671.1990.10885954 ◽

1990 ◽

Vol 83 (4) ◽

pp. 181-186 ◽

Cited By ~ 9

Author(s):

Janice Baker ◽

Janet Sansone

Keyword(s):

High School ◽

At Risk ◽

Dropping Out ◽

Students At Risk ◽

Out Of School

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Effects of Risk Factors on Adolescents' Resiliency and Coping

Psychological Reports ◽

10.2466/pr0.1998.82.2.675 ◽

1998 ◽

Vol 82 (2) ◽

pp. 675-678 ◽

Cited By ~ 6

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.

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