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At-risk Students (at-risk + student)
Selected AbstractsA School-Community Partnership for At-Risk Students in PennsylvaniaJOURNAL OF SCHOOL HEALTH, Issue 2 2001Beth McMahon ABSTRACT: This four-year, school-community health improvement project addressed fragmentation and under-utilization of services of an at risk population in a county in central Pennsylvania. A population profile was developed that included demographic, attitudinal, and behavioral information as well as information related to liabilities and assets that affect resiliency and decrease or increase the likelihood of academic success. The profile was used in the planning and implementation of risk-reduction strategies that promote a healthy family and, in turn, a healthy community. More than 50 local, state, and national organizations as well as individuals volunteered or provided services at each school. The project produced a 22% increase in parental involvement in school activities; a 15% increase in parental involvement in educational sessions; a 22% increase in volunteers within the school; and a 75% decrease in truancy. (J Sch Health. 2001;71(2):53-55) [source] Transition to College: What Helps At-Risk Students and Students Whose Parents Did Not Attend CollegeNEW DIRECTIONS FOR INSTITUTIONAL RESEARCH, Issue 107 2000Susan P. Choy This chapter investigates factors that facilitate postsecondary enrollment for subpopulations of high school students. Students that find themselves at risk and those with parents who have no college experience receive primary consideration. [source] A Profile of Financially At-Risk College StudentsJOURNAL OF CONSUMER AFFAIRS, Issue 1 2004ANGELA C. LYONS Using a random sample of college students, this study identifies the factors that significantly affect the probability a college student is financially at risk for mismanaging/misusing credit. Financially at-risk students are more likely to be financially independent, to receive need-based financial aid, to hold $1000 or more in other debt, and to have acquired their credit card(s) by mail, at a retail store, and/or at a campus table. Students having difficulty making credit card payments are also more likely to be female, black, and/or Hispanic. Campus administrators and financial professionals can use this information to better allocate their resources and develop materials that specifically target those students who need them most. [source] Density of Familial Alcoholism and Its Effects on Alcohol Use and Problems in College StudentsALCOHOLISM, Issue 8 2008Christy Capone Background:, Previous studies of family history of alcoholism (FHA) in college students have typically relied on dichotomous indices of paternal drinking. This study examined the prevalence of FHA and its effects on alcohol use and problems using a density measure in a sample (n = 408) of college students. Methods:, Undergraduate students completed an anonymous survey in exchange for course credit. Data was collected between 2005 and 2006. Results:, Using a density measure of FHA, we observed an overall prevalence rate of 65.9% and a rate of 29.1% for FHA in both first and second-degree relatives. Structural equation modeling (SEM) was used to investigate relations among FHA, alcohol use/problems and previously identified etiological risk factors for alcohol use disorders (AUD). Results indicated a significant positive association between FHA and alcohol-related problems and this relationship was mediated by age of onset of drinking, behavioral undercontrol and current cigarette use. Behavioral undercontrol also mediated the relationship between gender and alcohol problems. Additionally, FHA was associated with an earlier age of onset of drinking and this was related to greater alcohol use. Conclusions:, Assessing density of FHA in future trajectory research may capture a greater number of students at risk for acute alcohol-related problems and/or future development of AUDs. Future preventive interventions with this population, which should begin well before the college years, may benefit from considering personality factors and incorporating smoking cessation to help identify at-risk students and assist those who wish to cut down on their alcohol use but find that smoking acts as a trigger for increased drinking. [source] Effects of a Supplemental Vocabulary Intervention on the Word Knowledge of Kindergarten Students At Risk for Language and Literacy DifficultiesLEARNING DISABILITIES RESEARCH & PRACTICE, Issue 3 2010Susan M. Loftus The purpose of this study was to examine the effectiveness of a vocabulary intervention designed to supplement research-based classroom vocabulary instruction, implemented with students who may be at risk for language and learning difficulties. Participants included 43 kindergarten students who received research-based classroom vocabulary instruction. Students with the 20 lowest scores on the Peabody Picture Vocabulary Test-III administered at pretest received additional small-group supplemental vocabulary intervention. Results of within-subjects comparisons indicated that, overall, at-risk students made greater gains in word knowledge on target words that received the supplemental intervention as compared to words that received only classroom-based instruction. In addition, at-risk students who received the supplemental intervention demonstrated word-learning gains that approached those of their peers who received classroom instruction alone. Implications along with limitations of the current study and directions for future research are discussed. [source] Organizational culture as a hidden resourceNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 144 2008Dennis McGrath This chapter illustrates how culture can serve as a resource to better support and assist at-risk students and offers recommendations for the development of culturally sensitive institutions through professional development for faculty, staff, and senior managers. [source] A descriptive study of school discipline referrals in first gradePSYCHOLOGY IN THE SCHOOLS, Issue 4 2007Julie C. Rusby School discipline referrals (SDRs) may be useful in the early detection and monitoring of disruptive behavior problems to inform prevention efforts in the school setting, yet little is known about the nature and validity of SDRs in the early grades. For this descriptive study, SDR data were collected on a sample of first grade students who were at risk for developing disruptive behavior problems (n = 186) and a universal sample (n = 531) from 20 schools. Most SDRs were given for physical aggression and the predominant consequence was time out. As expected, boys and at-risk students were more likely to receive an SDR and to have more SDRs than were girls and the universal sample. A large difference between schools regarding the delivery of SDRs was found. A zero-inflated Poisson model clustered by school tested the prediction of school-level variables. Students in schools that had a systematic way of tracking SDRs were more likely to receive one. Also, schools with more low-income students and larger class sizes gave fewer SDRs. SDRs predicted teacher ratings, and to a lesser extent, parent ratings of disruptive behavior at the end of first grade. Practitioners and researchers must examine school-level influences whenever first grade discipline referrals are used to measure problem behavior for the purpose of planning and evaluating interventions. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 333,350, 2007. [source] Using behavioral and academic indicators in the classroom to screen for at-risk statusPSYCHOLOGY IN THE SCHOOLS, Issue 2 2005Laura Belsito The present study validated a brief at-risk screening instrument designed for easy use by teachers in the elementary school. School performance measures were collected for students in first to sixth grade one year following initial teacher ratings using the Screening For At-Risk Status screening instrument. Findings indicated that the instrument is best seen as measuring a single at-risk construct with items drawn from three domains: academic skills, social confidence, and social cooperation. Correlations between at-risk scores and school performance measures taken one year later demonstrated predictive validity. The screening instrument correctly identified at-risk students with 88% accuracy and not-at-risk students with 74% accuracy. There were 12% false negatives. Use of the instrument provides teachers with a quick, easy screening of students who may develop difficulties in the future. For schools, the screening can be used as the first step in a supportive response system to assist at-risk students from developing serious school difficulties and possibly failure in the longer term. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 151,158, 2005. [source] Being Seen and Heard: Listening to Young Women in Alternative SchoolsANTHROPOLOGY & EDUCATION QUARTERLY, Issue 4 2002Assistant Professor Lisa W. Loutzenheiser This interview-based study examines nine young women's perceptions of their disconnection from high school and reconnection to school in an alternative program. Rather than focusing on a fixed notion of what "at-risk" students "need," the students and author note the importance of working with the messy, partial, and complicated sense of students' identities to gain better understandings of the schooling experiences of marginalized youth. With an eye toward practice- and theory-oriented representations and sense-makings, this article presents theoretical constructions of student disconnection and connection, student testimony as one useful pedagogy, and policy implications for schools. [source] Early identification of ,at-risk' students by the parents of paediatric patientsMEDICAL EDUCATION, Issue 9 2005Maree O'Keefe Introduction, Assessment of medical student clinical skills is best carried out using multiple assessment methods. A programme was developed to obtain parent evaluations of medical student paediatric interview skills for feedback and to identify students at risk of poor performance in summative assessments. Method, A total of 130 parent evaluations were obtained for 67 students (parent participation 72%, student participation 58%). Parents completed a 13-item questionnaire [Interpersonal Skills Rating Scale (IPS) maximum score 91, higher scores = higher student skill level]. Students received their individual parent scores and de-identified class mean scores as feedback, and participants were surveyed regarding the programme. Parent evaluation scores were compared with student performance in formative and summative faculty assessments of clinical interview skills. Results, Parents supported the programme and participating students valued parent feedback. Students with a parent score that was less than 1 standard deviation (SD) below the class mean (low IPS score students) obtained lower faculty summative assessment scores than did other students (mean ± SD, 59% ± 5 versus 64% ± 7; P < 0.05). Obtaining 1 low IPS score was associated with a subsequent faculty summative assessment score below the class mean (sensitivity 0.38, specificity 0.88). Parent evaluations combined with faculty formative assessments identified 50% of students who subsequently performed below the class mean in summative assessments. Conclusions, Parent evaluations provided useful feedback to students and identified 1 group of students at increased risk of weaker performance in summative assessments. They could be combined with other methods of formative assessment to enhance screening procedures for clinically weak students. [source] | ||||||||||||||||