A program evaluation for academically at-risk students : identificatiohn of the critical elements

Abstract

This study was designed to identify critical components of a program developed for students who have been designated at risk for non-completion of high school. The focus was the exploration of the relationship between involvement in the at-risk program and student performance and retention in school. Subjects were 90 7th grade students, including two samples: 45 students involved in the at-risk program and 45 similar students enrolled in a traditional school program. The setting is a large urban school district in central Florida. Naturalistic data were collected throughout the two-year program through shadow studies, document searches, interviews, observations and field notes. The relationship between involvement in the at-risk program and student performance and retention was examined in the framework of five research questions. The first investigated the differences between the at-risk program and regular education classes. The second two explored perceptions of students and teachers concerning program success. Question Four compared an analysis of qualitative data of school success with the analysis of quantitative data. Question Five explored students' relationships with traditional schooling. 1• 1• Analysis of data revealed: (1) program differences were acute in the areas of teacher roles and expectations, class size and intensity and community service; (2) both students and teachers perceived accelerated student growth; (3) quantitative measures substantiated assertions of the qualitative analysis, and (4) students believed they would complete high school. The following conclusions were reached. At-risk students must be taught over time to develop academic proficiency, maturity and social appropriateness. At-risk students thrive in an atmosphere of high challenge and support, therefore selection of teachers and commitment of the school leadership are critical. Also, parents play a pivotal role in providing the support to allow at-risk students to achieve.

Notes

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Graduation Date

1992

Semester

Fall

Advisor

Bozeman, William C.

Degree

Doctor of Education (Ed.D.)

College

College of Education

Department

Educational Services

Format

PDF

Pages

230 p.

Language

English

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Identifier

DP0029736

Subjects

Dissertations, Academic -- Education; Education -- Dissertations, Academic

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