Strategies of Engagement

2016 ◽  
pp. 213-235
Author(s):  
Kitty Fortner ◽  
Jose W. Lalas
Keyword(s):  
High School ◽  
At Risk ◽  
Parent Involvement ◽  
Middle Class ◽  
Students Of Color ◽  
At Risk Students ◽  
Academic Growth ◽  
Advisory Group ◽  
Parent Group ◽  
Upper Middle Class

School, parent involvement, and at-risk students do not always make a winning combination. However, for the students at Mountain View High School, things were different. Strategies used by the Mountain View Parent Advisory Group helped to transform education for students of color who participated in their program. This chapter follows a study at a high school located in an upper/upper middle-class neighborhood where barriers to academic growth were considered addressed. However, there was a pocket of students of color who were not being successful academically. Strategies used by a parent group to help re-engage at-risk students, raise their GPAs, and redirect their future towards success are highlighted. Understanding that these strategies can be initiated by any group of parents or teachers provides promise for at-risk students, parents, and schools.

Strategies of Engagement

2018 ◽  
pp. 1-18
Author(s):  
Kitty Fortner ◽  
Jose W. Lalas
Keyword(s):  
High School ◽  
At Risk ◽  
Parent Involvement ◽  
Middle Class ◽  
Students Of Color ◽  
At Risk Students ◽  
Academic Growth ◽  
Advisory Group ◽  
Parent Group ◽  
Upper Middle Class

School, parent involvement, and at-risk students do not always make a winning combination. However, for the students at Mountain View High School, things were different. Strategies used by the Mountain View Parent Advisory Group helped to transform education for students of color who participated in their program. This chapter follows a study at a high school located in an upper/upper middle-class neighborhood where barriers to academic growth were considered addressed. However, there was a pocket of students of color who were not being successful academically. Strategies used by a parent group to help re-engage at-risk students, raise their GPAs, and redirect their future towards success are highlighted. Understanding that these strategies can be initiated by any group of parents or teachers provides promise for at-risk students, parents, and schools.

Wise Feedback as a Timely Intervention for At-Risk Students Transitioning Into High School

2018 ◽  
Vol 47 (3) ◽  
pp. 275-290 ◽  
Author(s):  
Andrew J. Thayer ◽  
Clayton R. Cook ◽  
Aria E. Fiat ◽  
Meghanne N. Bartlett-Chase ◽  
Jessie M. Kember
Keyword(s):  
High School ◽  
At Risk ◽  
At Risk Students

scholarly journals Longitudinal Rates of Self-Reported Delinquency of At-Risk and Not At-Risk Western Australian High School Students

2002 ◽  
Vol 35 (1) ◽  
pp. 99-113 ◽  
Author(s):  
Stephen Houghton ◽  
Annemaree Carroll
Keyword(s):  
High School ◽  
At Risk ◽  
High School Students ◽  
Motor Vehicle ◽  
At Risk Students ◽  
School Students ◽  
Data Collection Point ◽  
Public Disorder ◽  
Time Motor ◽  
Not At Risk

Two hundred and forty nine 12 to 13 year old at-risk and not at-risk male and female high school students randomly selected from five high schools in the Perth metropolitan area of Western Australia provided self-reported delinquency data for three consecutive years. A multivariate analysis of variance revealed at-risk students self-reported significantly more involvement in delinquency at the first data collection point than their not at-risk counterparts. Male 12–13 year olds self-reported significantly more involvement in car related crimes, assault, rule infractions, and vandalism compared to their female peers. For some delinquent activities there were significant increases in involvement over time (Motor Vehicle, Drugs, and Public Disorder Offences) while for others (Theft, Rule Infractions, and Vandalism) this was not the case. In the majority of categories of delinquency at-risk students self reported significantly higher rates of involvement.

scholarly journals COVID-19 Resulted in Lower Grades for Male High School Students and Students With ADHD

2021 ◽  
pp. 108705472110442
Author(s):  
Rosanna Breaux ◽  
Nicholas C. Dunn ◽  
Joshua M. Langberg ◽  
Caroline N. Cusick ◽  
Melissa R. Dvorsky ◽  
...  
Keyword(s):  
High School ◽  
At Risk ◽  
High School Students ◽  
Low Income ◽  
At Risk Students ◽  
The United States ◽  
Grade Point ◽  
School Year ◽  
Students With Adhd ◽  
The Impact

Objective: Researchers have speculated that the COVID-19 pandemic may expand the academic performance gap experienced by at-risk students. We examined learning experiences during the 2020 to 2021 school year and the impact the pandemic has had on high school student grade point average (GPA), including predictors of change in GPA from 2019–2020 to 2020–2021. Method: Participants were 238 adolescents (55.5% male), 49.6% with attention-deficit/hyperactivity disorder (ADHD), in the United States. Adolescents reported on their GPAs via online surveys. Results: GPA significantly decreased on average from 2019–2020 to 2020–2021 school year. ADHD status and biological sex significantly moderated change—students with ADHD and male students reported decreased GPA, whereas students without ADHD and female students’ GPA did not change. Low income and Black/Latinx students had lower GPAs in both school years. Conclusion: It is imperative that additional supports be provided for at-risk students to help them catch up on missed learning during the pandemic.

“I Never Had to Use the Library in High School”: A Library Instruction Program for At-Risk Students

2015 ◽  
Vol 15 (3) ◽  
pp. 433-456 ◽  
Author(s):  
Rachel A. Fleming-May ◽  
Regina Mays ◽  
Rachel Radom
Keyword(s):  
High School ◽  
At Risk ◽  
At Risk Students ◽  
Library Instruction

scholarly journals Demystifying Subjective Well‐Being of Academically At‐Risk Students: Case Study of a Chinese High School

2021 ◽  
Vol 9 (4) ◽  
pp. 36-46
Author(s):  
Tianjun Cheng ◽  
Jin Jin ◽  
Junjun Chen
Keyword(s):  
High School ◽  
At Risk ◽  
Peer Relations ◽  
Filial Piety ◽  
At Risk Students ◽  
Well Being ◽  
Subjective Well Being ◽  
Education Policies ◽  
School Factors ◽  
Academically At Risk

Student subjective well‐being (SWB) is increasingly incorporated into today’s education policies and positive education movements. There is a growing interest in how well schools promote student well‐being, especially for disadvantaged students, e.g., the academically at‐risk, and which factors affect this process. This study investigates how teachers and academically at‐risk students perceive SWB and its influential precursors in a high school in China. The influential precursors in the present research were allocated into four dimensions, namely contextual factors, school factors, family factors, and individual factors. Via semi‐structured individual interviews with 12 teachers and 18 students for about one hour and content analysis of the interview data, the responses revealed that while students tended to have a superficial understanding of well‐being, traditional concepts about studying, blind filial piety, peer relations, and self‐efficacy were important factors shaping and influencing their SWB. These findings can inform the development of inclusive education policies concerning student SWB and the intervention and prevention systems of schools in both local and international contexts. Recommendations for organising lectures for parents and implementing programs providing instruction on SWB‐related skills for students are proposed to support academically at‐risk students, aiming to achieve the educational goal of success for all.

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