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Diversity >> At-Risk Students

by James Stone III & Marisa Castellano — 2002
In this chapter, we examine how CTE can improve education for students placed at risk of failure and dropping out, and we present what empirical evidence exists of the success that CTE-related reforms have had. We examine CTE reforms that have been driven by legislation, those that have not, and other reform efforts that are conducive to including CTE elements. In addition, we discuss how CTE reforms should be structured in order to maximize their effectiveness.

by Sam Stringfield & Amanda Datnow — 2002
In this final chapter we address three interrelated areas. First, we review some of the major points of previous chapters, concluding that they indicate a need for coherent, systemic supports for effective student-, teacher-, or school-level reforms. Second, we argue that the type of systemic support most likely to be effective would be a “metareform,” or overarching logic of reform guiding any specific school or classroom-level reform. This “meta-reform” must focus on heightening the reliability of any school-based reform. Third, we discuss the complexities of school reform, and review studies indicating that these multilevel challenges drive would-be reformers to a “co-construction” orientation, in which participants at various levels all have meaningful input into processes, agreed-upon structures, and outcomes.

by Josh Kagan — 2002
This essay asks how Head Start has survived and even thrived over 35 years when other Great Society programs have died. To answer this question, it explores the connection between civil rights activists, intellectuals studying child development and social programs for children, and community action embodied in Great Society legislation, and how parents experienced Head Start in ways not predicted by policy makers and advocates.

by Robert Halpern — 2002
This article examines the historical development of after-school programs serving low-income children including objectives and practices in each era, formative influences, implementation challenges, and role in children’s lives.

by Karl Alexander, Doris Entwisle & Nader Kabbani — 2001
From a life course perspective, high school dropout culminates a long-term process of disengagement from school. The present paper uses data from a representative panel of Baltimore school children to describe this unfolding process.

by Melinda Krei & James Rosenbaum — 2001
The authors examine the career and college advice that high school counselors and vocational teachers give to the forgotten half and make suggestions about how schools can better assist in postsecondary planning for workbound students.

by Sarah Deschenes, David Tyack & Larry Cuban — 2001
In the context of the current standards-based reform movement, the authors explore the “mismatch” between the structure of schools and the social, cultural, or economic backgrounds of students identified as problems over the past century and a half.

by Katherine Schultz — 2001
This article contrasts the discourses of teen pregnancy articulated by low-income women in an urban high school with those of the media to suggest that educators and policy-makers rethink the “problem” of teen pregnancy.

by Robert Croninger & Valerie Lee — 2001
Using data from the National Educational Longitudinal Study (NELS:88), the authors investigate how access to teacher-based forms of social capital affects the probability of dropping out for students who enter high school with different types and levels of risk.

by Jeremy Finn, Susan Gerber, Charles Achilles & Jayne Boyd-Zaharias — 2001
Using data from the Tennessee Project STAR, the authors examine the impact of the duration of participation in small classes in grades K-3 on student performance in later grades.

by Thomas Evans — 2000
Drawing on four case studies, the author considers the activities of mentors that help the students they guide become more prepared for schooling and careers.

by Jacqueline Ancess — 2000
The study examines the relationship of teacher learning, teaching practice, school restructuring, and student outcomes in three high performing high schools for students at-risk.

by Bram Hamovitch — 1996
An examination of the informal curriculum of an after-school program for students at-risk of dropping out of school.

by Gary Natriello — 1996

by Frederick Doolittle — 1995
In this chapter I review key studies of second-chance education, training, and employment programs for economically disadvantaged youth who lack a high school diploma or a general equivalency diploma (GED). The central question in most of this research is whether these programs improve the later employment prospects of the young people they serve, though attention is also given to whether the programs achieve intermediate outcomes such as attainment of a GED or high school diploma. Following a review of the research record, several policy implications of these findings are discussed.

by Erwin Flaxman, Carol Ascher, Sue Berryman & Morton Inger — 1995
The purpose of this chapter is to review what has been learned about the various approaches to educating the "forgotten" learner and to recommend implementation strategies for building a strong school-to-work program that will open opportunities for these students.

by Mary Swanson, Hugh Mehan & Lea Hubbard — 1995
AVID stands for Advancement Via Individual Determination. The word comes from the Latin avidus, "eager for knowledge." AVID's purpose is (1) to increase college attendance among African-American, Alaskan/Native American, Latino, and low-income students who are most underrepresented in postsecondary education, and (2) to restructure secondary school teaching methodologies to allow college preparatory curricula to be accessible to all students.

by Frank Margonis — 1992

by Lisbeth Schorr — 1989
A look at programs that reduce damaging outcomes for at-risk youth.

by Lisbeth Schorr — 1989
An examination of the complex array of factors that put young children at risk and the numerous successful programs that have already demonstrated their potency.

by Milton Rector, Stefanie Barth & Gwen Ingram — 1980
In this chapter we present a broad overview of the problem in terms of historical perspective, the current state of the system, and the role of the school in promoting or preventing delinquent behavior.

by Thomas Cottle — 1975
Let me not repeat the words of those who have described the conditions of the poor schools in this very substantial country. Let me say only that the conditions of hundreds of thousands of children going to school now, less than thirty years before the year 2000, are so wretched, so inhuman, so unbelievably wrong, that it is only natural that those of us living in better circumstances would do everything we can to forget these others.

by Harold Cohen — 1973
This chapter is concerned with the options available to a democratic society in maintaining law and order and especially in dealing with disruptive and delinquent youth. It attempts to define prevalent concepts of "normalcy" and "deviancy" and to account for the national youth dilemma that has given rise to our present, acute delinquency problems. It discusses the social institutions and conditions responsible for shaping behavior and explains why punitive measures have been ineffective as rehabilitation directives. It submits the proposition that options are prime requisites for a democratic way of life and offers examples of a remedial program conducted in a correctional institution and a delinquency prevention program presently operating in a public school.

by Calvert Smith — 1972
This article discusses the importance of teacher attitudes and cultural orientation in successfully teaching in an inner city community.

by Leslie Hart — 1971
However else they may be shorted, our "disadvantaged" children don't lack for attention. From the local public school to the carpeted offices of government, this group evokes multiple expressions of deep concern and promises of vigorous effort—an interest all the more impressive because most of it seems obviously genuine. Unfortunately, almost all the remedial action thus far appears to rest on assumptions that plague our schools and hinder their progress.

by Donald Ross — 1970
Mental and emotional development is highly relevant to school achievement. The author has worked on a classification which conceptualizes emotional development—and maldevelopment—as a product of a child's biologic nature interacting with his environment. The categories of the classification are briefly defined, the etiologies discussed, and the manifestations of each described in terms of observable school performance and behavior.

by Morris Gross — 1970
The controversy goes on about the value of our compensatory programs. Before we become more deeply involved—and more pessimistic—the author suggests we might do well to take a close look at the Israeli approach to dealing with their educational misfits.

by Richard Brandt — 1970
The more we know about diverse children, the more complex becomes the problem of readiness. The author reviews relevant research and proposes a number of suggestive new guidelines.

by Adeline Gomberg — 1970
The author sketches here the story of a Philadelphia experiment in which workshops were organized for teaching the parents of Head Start pupils how to teach their children to learn.

by Daniel Schreiber — 1967
In America today, the school dropout looms as one of the nation's major problems. Presidents of the United States, Congress, governors, labor and business officials, educators, social workers, and juvenile court judges have expressed their concern publicly and frequently. Yet, the school-dropout problem has been with us a long time; in fact, it is only slightly less ancient than the schools themselves.

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