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The Extent and Consequences of Risk in U.S. Education by Deborah Land & Nettie E. Legters - 2002What factors place a child at risk of academic failure and dropping
out of school? In this chapter, we argue that educators, researchers,
and policymakers are developing a richer and more complex understanding
of the conditions and experiences that lead to negative educational
outcomes. In the first section, we describe how thinking
about risk in education has begun to shift from identifying risk factors
solely in terms of students’ individual and family characteristics to an
acknowledgment that substandard teaching and learning environments
allow far too many children to fail. In the second section, we
examine the scope of risk through an examination of individual/family-level
risk indicators. In the third section, we explore school-related
risk factors to round out our assessment of risk. We conclude with a
brief summary of the extent and consequences of risk of educational
failure in the U.S. in which we emphasize the need to focus on the
compound nature of risk, specifically interactions between
individual/family-level and school-level risk factors.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below: | This article originally appeared as NSSE Yearbook Vol. 101, No. 2. |
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- Deborah Land
Johns Hopkins University
E-mail Author
DEBORAH LAND is a Spencer Postdoctoral Fellow in the Center for Social Organization of Schools and Department of Sociology at Johns Hopkins University.
- Nettie Legters
Johns Hopkins University
E-mail Author
NETTIE LEGTERS is an Associate Research Scientist in the Center for Social Organization of Schools at Johns Hopkins University, where she is also Associate Director of the Talent Development High Schools program.
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