Download or read book Factors Supporting the Success of At risk High School Students written by Phyllis W. Martin and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: "There is ongoing concern regarding the high numbers of students who are either leaving school early or graduating without an adequate education. This problem is closely identified with our nation's children of color and/or those living in poverty. It is vitally important to understand why this is happening within our nation and to identify specific strategies that will alleviate this problem. This research study identified and examined factors that positively affected the academic success rates of at-risk high school students. Certain students, with certain background characteristics or behaviors, have been labeled as "at-risk." These labels were not always fair, and they sometimes resulted in students being treated in ways that made situations worse. Nonetheless, some of the factors that led to the "at-risk" label really did have deleterious effects on students. There are different broad definitions of "at-risk," some focusing on social factors and others focusing on academic factors. Students with social risk factors were defined as underprivileged, disenfranchised, impoverished and language-impaired. The research questions for this study were: (a) Which social and academic factors contribute to the success of at-risk high school students?; (b) How does the student-teacher relationship contribute to or hinder the success of at-risk high school students?; (c) How might we better ensure that at-risk students achieve and maintain high success rates throughout their school experiences on all grade levels?; and (d) What are specific factors and strategies that support high academic and social success levels of at-risk high school students? The methodology of this study utilized a case study design. Data were collected through interviews, classroom observations, and focus groups. Ten high school students from the same school participated in the study. Questions for the study addressed self-identity, support and engaging work for at-risk students. The findings in this study revealed that these at-risk students were able to turn their performance around because of self-identity, support from parents, teachers, role models, and engaging work."--Abstract from author supplied metadata.

Download or read book How to Help At Risk Students Succeed A Study of Critical Success Factors written by Lethel Polk, Jr and published by Page Publishing Inc. This book was released on 2016-08-02 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt: How do we help at-risk students who are failing in a traditional setting? That was the question I set out to answer when I attempted to do this research project. In order to gather the most accurate data, I narrowed my focus to college and university students. However, these same three success factors could be used to help at-risk students at the high school and middle school levels and any other organization that set out to help the at-risk students. The research data concluded that tutoring programs, mentoring programs, and financial aid programs are key components to assisting struggling at-risk students achieve and succeed in an academic setting. When at-risk students are given a little extra assistance, they tend to do well.

Download or read book Toward Resiliency written by Laura Horn and published by Department of Education Office of Educational. This book was released on 1998 with total page 58 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined whether or not student, parent, and peer engagement factors that contribute to at-risk students' success in graduating from high school continue to be important in making the transition from high school to postsecondary education. The data set used was the National Education Longitudinal Study of 1988, which included 1994 data obtained two years after students' scheduled high school graduation. At-risk students exhibited two or more of six risk factors, including "family in the lowest socioeconomic quartile" or "held back a grade". Analysis used alternative statistical methodology, specifically regression analysis and the "odds ratios" produced by this procedure. Key findings indicated that: (1) students whose parents frequently discussed school-related matters and/or had high educational expectations were much more likely than other students to enroll in postsecondary education; (2) students who reported that most or all of their high school friends planned to attend college were far more likely to attend themselves; (3) participating in college preparation activities such as gathering information about financial aid increased the odds of enrolling in postsecondary education; and (4) moderate- to high-risk students participating in college outreach programs were more likely to attend college. Appended are a glossary and technical and methodology notes. (Contains 11 references.) (DB)

Download or read book A Multiple Case Study of Long term Success for At risk High School Students written by Emily DuPress Christensen and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: As a qualitative, multiple case study this research reports on the factors that young adults, in their early to mid-twenties, reflect upon as contributing factors they encountered during their high school and late adolescent years that lead them to or away from success. Individual stories and experiences defined factors that lead to success while aided to gain an understanding of individual perceptions of attaining success. Individual stories and experiences defined factors that lead to success while aided to gain an understanding of individual perceptions of attaining success. The researcher used emerging themes from each story to find the commonalities that lead to long-term success of at-risk youth and then made recommendations to the field of education by redrawing the notion of supporting at-risk students by hearing from them rather than taking the research and findings of adults to make future recommendations for education regarding at-risk adolescents. This research finds the most common themes that lead towards long-term success for at-risk youth to be family involvement, resilience, and mentoring.

Download or read book Principal Matters written by William D. Parker and published by Createspace Independent Publishing Platform. This book was released on 2015-04-12 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: Leadership is not easy. It requires motivation, action, and courage. Principal Matters is a great resource for motivation and practical strategies for principals or school leaders who want to invest in self-growth that leads to flourishing service, instead of burnout. William D. Parker offers insights from over twenty years of experience as an educator, and over ten years as a school administrator. You are invited to this one-on-one conversation to learn how to better understand your purpose, lead others, influence change, and successfully manage the challenges of school leadership. Whether you are an aspiring principal or leading your own building or district, you will find Principal Matters both inspiring and instructive. One reader called it, "Chicken Soup for the Principal's Soul!" Read ahead for insight into how to lead with courage, action, motivation, and teamwork! Here's some feedback from some others who recommend the book: "Will is a great storyteller, and his use of these connections makes this book easy to read but also memorable. His focus on 'purpose'-going beyond what you do in school-is something that all leaders should really consider if they are going to make a difference in both their professional and personal lives." -George Couros, Principal, founder of ConnectedPrincipals.com, and an Innovative Teaching, Learning and Leadership consultant "Will generously shares experiences from his personal and professional life to remind principals of the big picture as well as the small details that are essential to the success of our school communities...Being a school leader can be lonely work, as the role of principal is only truly understood by those who have served in the position. Mr. Parker has utilized his time occupying the principal's office to develop practical yet inspiring tips for administrators. I'm excited to politely steal many of his great ideas with my own students and staff this school year!" -Rachel Skerritt, Principal of Eastern Senior High School, a D.C. Public School. 2013 Principal Ambassador Fellow for the U.S. Department of Education "Will writes with passion, conviction and insight. This book will equip you with the tools you'll need to face the frustrations you're sure to encounter as an educator, while enabling to you find renewed purpose and meaning as you influence your students to be the best they can be." -Daniel Wong, author of The Happy Student "This book explains the why of school leadership, not just the how. If you want to understand the right motives for school leadership and the steps to being a successful principal, you should read, Principal Matters by William D. Parker." -Jon Gordon, author of The Energy Bus and Soup This book captures the essence of effective teamwork and leadership. A great read for school administrators!"-Annette Breaux, educator, co-author with Todd Whitaker of The Ten Minute Inservice

Download or read book Schooling Students Placed at Risk written by Mavis G. Sanders and published by Routledge. This book was released on 2013-06-17 with total page 414 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines historical approaches and current research and practice related to the education of adolescents placed at risk of school failure as a result of social and economic conditions. One major goal is to expand the intellectual exchange among researchers, policymakers, practitioners, and concerned citizens on factors influencing the achievement of poor and minority youth, specifically students in middle and high schools. Another is to encourage increased dialogue about policies and practices that can make a difference in educational opportunities and outcomes for these students. Although the chapters in this volume are not exhaustive, they represent an array of theoretical and methodological approaches that provide readers with new and diverse ways to think about issues of educational equality and opportunity in the United States. A premise that runs through each chapter is that school success is possible for poor and minority adolescents if adequate support from the school, family, and community is available. *The conceptual approach (Section I) places the research and practice on students placed at risk in a historical context and sets the stage for an important reframing of current definitions, research, policies, and practices aimed at this population. *Multiple research methodologies (Sections II and III) allow for comparisons across racial and ethnic groups as well as within groups, and contribute to different and complementary insights. Section III, "Focus on African-American Students," specifically addresses gender and social class differences among African-American adolescents. *Current reform strategies presently being implemented in schools throughout the United States are presented and discussed (Part IV). These strategies or programs highlight how schools, families, and communities can apply research findings like the ones this book presents, thus bridging the often wide gap between social science research and educational practice.

Download or read book High School Dropout Graduation and Completion Rates written by National Academy of Education and published by National Academies Press. This book was released on 2011-04-17 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: High school graduation and dropout rates have long been used as indicators of educational system productivity and effectiveness and of social and economic well being. While determining these rates may seem like a straightforward task, their calculation is in fact quite complicated. How does one count a student who leaves a regular high school but later completes a GED? How does one count a student who spends most of his/her high school years at one school and then transfers to another? If the student graduates, which school should receive credit? If the student drops out, which school should take responsibility? High School Dropout, Graduation, and Completion Rates addresses these issues and to examine (1) the strengths, limitations, accuracy, and utility of the available dropout and completion measures; (2) the state of the art with respect to longitudinal data systems; and (3) ways that dropout and completion rates can be used to improve policy and practice.

Download or read book Academic Success Despite the Odds written by Leslie Morrison Gutman and published by . This book was released on 1998 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Fostering Resilience in At risk High School Students written by Ann Tepovich and published by . This book was released on 2012 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book No BS Bad Stats written by Ivory A. Toldson and published by BRILL. This book was released on 2019-04-09 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: What if everything you thought you knew about Black people generally, and educating Black children specifically, was based on BS (bad stats)? No BS uses robust analysis, meaningful anecdotes, and powerful commentary to dispel myths and challenge conventional beliefs about educating Black children.

Download or read book Barriers to High School Student Academic Success written by Judy S. Sapp and published by . This book was released on 2009 with total page 183 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: Since the passage of the federal legislation known as No Child Left Behind, school districts are under increasing pressure to decrease high school dropout rates and to increase high school graduation rates. There is a critical need for schools to develop and implement programs designed to maximize academic success for all high school students. The purpose of this present research was to investigate the perceptions of high school teachers and high school students about barriers to high school student academic success. For purposes of this study, high school academic success is defined as the completion of all high school diploma requirements within the usual four-year time span. Data for this study were obtained through individual face-to-face interviews with eight high school teachers and two focus group interviews of students. Data analysis focused on the identification of barriers to high school student academic success. Factors related to the following contexts emerged as recognizable academic success barriers: (a) the individual student, (b) the family, and (c) the educational institution. Teachers and students recognized high school student dropout risk factors to include low prior academic achievement, being over age for grade level, failure to accrue credits, and poor quality communications between the school and the home. The researcher concluded that both participant groups are aware of many academic success barriers. Study findings suggest that all stakeholders wishing to improve academic outcomes should become familiar with potential success barriers and take action to alleviate those amenable to change. Study data suggest that improved relationships among the following could potentially improve academic outcomes for students, and for at risk high school students, in particular: (a) teacher - student, (b) teacher - parent, (c) school - community. This study has policy and practice implications for public high schools and secondary school educators.

Download or read book The Toolbox Revisited written by Clifford Adelman and published by . This book was released on 2006 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Toolbox Revisited is a data essay that follows a nationally representative cohort of students from high school into postsecondary education, and asks what aspects of their formal schooling contribute to completing a bachelor's degree by their mid-20s. The universe of students is confined to those who attended a four-year college at any time, thus including students who started out in other types of institutions, particularly community colleges.

Download or read book An Examination of Factors Influencing At Risk High School Students Readiness For Online Learning written by William Campbell and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Online education is increasingly offered as an intervention for students at-risk of school failure. The purpose of this study was to investigate at-risk high school students' readiness for online learning, as associated with their perceived self-directedness, learning preferences, study habits, and technology skills. The study also examined the possible influence of students' age, grade level (ninth-through-twelfth grade) and over-age for grade as related to their perceptions of readiness for online learning. The participants consisted of 264 at-risk high school students from a high minority, economically impoverished community. This quantitative study used data from the Online Readiness Assessment (ORA) and school records of student age, grade and over-age for grade to investigate three research questions: 1) Which of the four factors as identified on the ORA (self-directedness, learning preferences, study habits or technology skills) is the greatest predictor of at-risk students overall online readiness? 2) Are there significant differences in the four ORA factor mean scores (self-directedness, learning preferences, study habits and technology skills) when comparing on the basis of grade level or over-age for grade and controlling for age? 3) Are there significant differences in ORA overall mean scores when comparing on the basis of grade level or over-age for grade and controlling for age? For question 2, two significant differences in mean scores were found for student technology skills. The first showed higher perceived technology skills for those in grades 11 and 12 as compared to grades 9 and 10 and the second revealed over-age students reported lower technology skills than students that were not over-age for grade. These findings suggest students continuously gain technology skills, unless they are over-age for their grade. The question 3 analysis yielded no significant differences in mean scores for overall score, grade level, over-age for grade, when controlling for age. The increasing use of online learning for secondary students adds to the necessity to identify significant relationships for at-risk student achievement and success in online learning environment in order to help ensure that at-risk students succeed in online learning courses.

Download or read book To be Or Not to Be written by Quincy D. Williams and published by . This book was released on 2015 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: "At-risk youth, past and current are mostly characterized by typical adolescent behaviors and are frequently considered problems, community liabilities, and recipients rather than resources. Many have been mislabeled and diagnosed as future failures despite having the ability to succeed. Those who succeed are constituted as a rare breed and have some type of significant element that cultivated achievement. This qualitative study serves as a contribution to scholarship on the factors that influence and affect the academic success of resilient at-risk high school students. The research also set out to identify the major influences that enabled resilient at-risk high school graduates to succeed beyond the obstacles and barriers that existed in their lives. This research study utilized narrative inquiry approach where the participants in this research shared their life's stories and all they attribute to how they overcame adversities to reach their goals and dreams. Connelly and Clandinin (1990) have defined narrative inquiry as a way of understanding experiences. The inquiry method employed for this study was the interview approach where open-ended questions were utilized to uncover factors positively affecting student achievement. A total eight students participated in the interview process. Data collection included recorded interviews, interviews were transcribed and common themes were determined and coded allowing for data analysis. Through this analysis five major themes were uncovered and found to be associated with the success of resilient at-risk high school graduates: including a culture of support for students (social support theorem), the belief and inspiration of students (self-efficacy), students being inspired and learning from their surroundings and environments (social learning theory), the level of belief in their abilities (self-efficacy) and a contribution of the small learning environment."--Abstract from author supplied metadata.

Download or read book Student Success in College written by George D. Kuh and published by John Wiley & Sons. This book was released on 2011-01-07 with total page 422 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.

Download or read book Students Parents and School Staff s Perceptions about Factors Supporting Student Engagement in a Satellite High School written by Julia C. Henrich and published by . This book was released on 2019 with total page 131 pages. Available in PDF, EPUB and Kindle. Book excerpt: A review of the literature regarding high school dropout rates and efforts to decrease student failure reveal that both the reasons for students’ decisions to drop out and the efforts by schools and districts to reduce these rates are complex. Many stakeholders point to student dropout rates as evidence of the failure of the American education system, and have proposed various reform measures, though significant reform has yet to be realized. An understanding of the complexity of the situation is required in order for schools to more successfully support students in school completion and diploma acquisition. Importantly, schools must recognize that the changes needed to increase student success must happen within the school systems, rather than in the lives of students and families outside of schools. The purpose of this study was to investigate students’, parents’ and school staff members’ perceptions of the elements or characteristics of a satellite high school that were most beneficial and least beneficial in assisting students with obtaining a high school diploma, in order to identify practices and interventions that support student success. The researcher believed that the collective perspective of students, parents, and their teachers and staff would be relevant for school districts in improving structures and practices to assist students in remaining in school and earning their high school diplomas. Through a qualitative research study design that included three homogeneous focus group interviews of students, their parents, and the satellite school staff, involving a total of twenty participants, the researcher was able to collect data related to perceptions of the current satellite high school experience. After coding the data collected, the researcher identified major themes related to components of the satellite high school that students and their families perceived as leading to their success in finishing high school and earning a diploma. The researcher recommended the following: (1) changes to current school structures to reflect more diverse organizational and administrative models adapted to address challenges students face and which are not adequately addressed in a traditional school environment; (2) increased, targeted professional development for school staff working in alternative school environments providing training in specific strategies and supports designed to making connections and developing positive, supportive relationships with students; (3) the creation of a satellite high school advisory board to include representatives from all stakeholder groups to develop a continuous cycle of program improvement for the satellite high school which incorporates essential feedback all stakeholders; (4) additional research involving similar stakeholder groups from other public school districts to assess the extent to which the same or similar findings would be uncovered. These recommendations are meant to inform school districts and school leaders as they work to increase their efforts to make improvements to their school structures and organizations to provide opportunities for students at risk of dropping out to meet with educational success as measured by the completion of the high school diploma.

Download or read book From at Risk to Academic Excellence written by Franklin P. Schargel and published by Eye On Education. This book was released on 2007 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book brings together the wisdom and experience from over 50 schools that have been categorized as "high performing, high minority, high poverty." It shows us how the leaders of those schools succeeded -- in their own words. From At-Risk to Academic Excellence: What Successful Leaders Doshows that you too can be a turnaround specialist. Included are actual examples and real life stories which illustrate how the leaders at these schools - raised academic achievement. - motivated students. - boosted parent and community involvement. - applied the 3 R's: rigor, relevance, & relationships.