Factors supporting the success of at-risk high school students

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Phyllis Martin (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Carolyn Riehl

Abstract: "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.

Additional Information

Language: English
Date: 2006
students, children of color , poverty, at-risk children, high school, underprivileged, disenfranchised, impoverished, language-impaired
School failure--United States--Prevention
Children with social disabilities--Education--United States

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