Removing Barriers

2015 ◽  
pp. 157-174
Author(s):  
S. Michael Putman ◽  
Jerrell C. Cassady ◽  
Lawrence L. Smith ◽  
Monica L. Heller
Keyword(s):  
At Risk ◽  
Local Community ◽  
Teacher Education Program ◽  
Academic Support ◽  
At Risk Students ◽  
School Failure ◽  
Support Program ◽  
Students At Risk ◽  
Local Schools ◽  
Community Outcomes

The purpose of this chapter is to articulate the success of a partnership facilitated by a PDS relationship in serving at-risk students in a collection of schools proximal to a university in the Midwest. The authors begin by describing characteristics of community partnerships, including professional development schools, which both enable and hinder schools and stakeholders when they attempt to build innovative partnerships promoting positive school and community outcomes. They then discuss how they leveraged the resources of the local community, a teacher education program, and the local schools to develop and implement an afterschool academic support program targeting students at-risk for school failure. In addition to explaining the procedural elements that were found to be useful in breaking down traditional barriers to effective partnerships (e.g., space, finance, staff, quality curriculum support), the authors present the results of their study that demonstrate student gains in both math and reading.

Removing Barriers

2016 ◽  
pp. 1062-1078
Author(s):  
S. Michael Putman ◽  
Jerrell C. Cassady ◽  
Lawrence L. Smith ◽  
Monica L. Heller
Keyword(s):  
At Risk ◽  
Local Community ◽  
Teacher Education Program ◽  
Academic Support ◽  
At Risk Students ◽  
School Failure ◽  
Support Program ◽  
Students At Risk ◽  
Local Schools ◽  
Community Outcomes

The purpose of this chapter is to articulate the success of a partnership facilitated by a PDS relationship in serving at-risk students in a collection of schools proximal to a university in the Midwest. The authors begin by describing characteristics of community partnerships, including professional development schools, which both enable and hinder schools and stakeholders when they attempt to build innovative partnerships promoting positive school and community outcomes. They then discuss how they leveraged the resources of the local community, a teacher education program, and the local schools to develop and implement an afterschool academic support program targeting students at-risk for school failure. In addition to explaining the procedural elements that were found to be useful in breaking down traditional barriers to effective partnerships (e.g., space, finance, staff, quality curriculum support), the authors present the results of their study that demonstrate student gains in both math and reading.

scholarly journals Five Year Evaluation of the Student Diversity Program: A Retrospective Quasi-Experiment

2002 ◽  
Vol 4 (2) ◽  
pp. 135-145 ◽  
Author(s):  
Vernon R. Padgett ◽  
John F. Reid
Keyword(s):  
At Risk ◽  
Academic Support ◽  
At Risk Students ◽  
Academic Progress ◽  
Student Diversity ◽  
Diverse Group ◽  
Black Athletes ◽  
Students At Risk ◽  
First Semester ◽  
Group Sex

The Student Diversity Program (SDP) initially delivered academic and social support to Black student athletes, but expanded to include a more diverse group of students at risk of disqualification. To assess whether this program increased retention, we examined graduation rates and ending GPAs of students in four SDP cohorts from 1994 and 1995 ( n = 39), comparing them to matched students who were not in the program ( n = 434), over five years of academic progress. We matched these comparison students on semester of enrollment in CSUF, ethnic group, sex, age, transfer status (FTF or Transfer), and cumulative GPA at the end of their first semester. SDP students graduated at twice the rate of the comparable students after five years. SDP student's GPA of last record was not however different from that of comparison students. It appears that the Student Diversity Program achieves its goal of delivering academic support, and is effective not only with Black athletes but with a more diverse group of at-risk students as well.

Are your students ready for anatomy and physiology? Developing tools to identify students at risk for failure

2015 ◽  
Vol 39 (2) ◽  
pp. 108-115 ◽  
Author(s):  
Amy Gultice ◽  
Ann Witham ◽  
Robert Kallmeyer
Keyword(s):  
At Risk ◽  
Student Success ◽  
At Risk Students ◽  
Academic Preparation ◽  
Students At Risk ◽  
Science Courses ◽  
Biology Students ◽  
Anatomy And Physiology ◽  
Survey Results ◽  
Study Support

High failure rates in introductory college science courses, including anatomy and physiology, are common at institutions across the country, and determining the specific factors that contribute to this problem is challenging. To identify students at risk for failure in introductory physiology courses at our open-enrollment institution, an online pilot survey was administered to 200 biology students. The survey results revealed several predictive factors related to academic preparation and prompted a comprehensive analysis of college records of >2,000 biology students over a 5-yr period. Using these historical data, a model that was 91% successful in predicting student success in these courses was developed. The results of the present study support the use of surveys and similar models to identify at-risk students and to provide guidance in the development of evidence-based advising programs and pedagogies. This comprehensive approach may be a tangible step in improving student success for students from a wide variety of backgrounds in anatomy and physiology courses.

scholarly journals Differentiating Military-Connected and Non-Military-Connected Students: Predictors of Graduation and SAT Score

2020 ◽  
Author(s):  
Ryan Shaun Baker ◽  
Andy Berning ◽  
Sujith M. Gowda
Keyword(s):  
At Risk ◽  
Risk Prediction ◽  
Early Warning ◽  
Student Outcomes ◽  
At Risk Students ◽  
Not Given ◽  
Students At Risk ◽  
The Many ◽  
Contemporary Practice ◽  
Core Part

At-risk prediction and early warning initiatives have become a core part of contemporary practice in American high schools, with the goal of identifying students at-risk of poorer outcomes, determining which factors are associated with these risks, and developing interventions to support at-risk students’ individual needs. However, efforts along these lines have typically ignored whether a student is military-connected or not. Given the many differences between military-connected students and other students, we investigate whether models developed for non-military-connected students still function effectively for military-connected students, studying the specific cases of graduation prediction and SAT score prediction. We then identify which variables are highly different in their connections to student outcomes, between populations.

Virtual Reality as a Tool for Enhancing Learning in At-Risk Students and Increasing School Inclusion

2017 ◽  
pp. 242-257 ◽  
Author(s):  
Silvia Panzavolta
Keyword(s):  
At Risk ◽  
Virtual Reality ◽  
Virtual Environments ◽  
Virtual Worlds ◽  
Participatory Design ◽  
At Risk Students ◽  
Academic Failure ◽  
School Failure ◽  
Drop Out ◽  
3D Virtual Worlds

The contribution aims at exploring previous and current practices of use of virtual environments, 3d Virtual Worlds also, for inclusion in education. There are many experiences of developing and using virtual environments for the inclusion of disabled and problematic students (autistic student, Asperger Syndrome students, dyslexic students, etc.). The majority of the experimentations gave important beneficial results. In particular, the essential technological characteristics of VR that are beneficial for inclusion are: immersion, presence, interaction, transduction and conceptual change. The design of those environments is sometimes conceived together with the final users, applying participatory design techniques. Virtual environments and Virtual Worlds are being used also in the management of drop-out rates and school failure, by using it for curricular diversification classroom with students in a situation of educational exclusion or academic failure. The contribution will discuss 7 cases of successful use of Virtual Reality at school, ranging from primary to secondary education.

The problem of psychological assistance in the science and practice

2016 ◽  
Vol 1 (1) ◽  
pp. 2-2
Author(s):  
Яковлева ◽  
Mariya Yakovleva
Keyword(s):  
At Risk ◽  
School Failure ◽  
Psychological Help ◽  
Students At Risk ◽  
Psychological Assistance

Insufficiently developed model of psychological help in general in school and younger students at-risk, with the existence of a variety of different directions, concepts and theories of counseling and the reasons for school failure, and possible ways to overcome it. It identifies the problem of psychological assistance in the science and practice.

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