Extractions: Children Learn Better in Separate Programs By Patrick Kelly, Principal, Brighter Choice Charter Schools " All good academic instruction begins with locating and meeting children where they are emotionally and developmentally. Whether it is due to cultural predisposition, hormonal differences, the absence of gender distractions, or gender-fixed patterns in brain formation, we know that there are fundamental physiological differences in the manner in which boys and girls develop.
Mesquiteacademyhomepage.html A K12 school offering a variety of educational opportunities for students in at-risk situations. Offers an accelerated instructional program providing students with a nontraditional environment for educational advancement. http://www.mesquiteisd.org/academy/
Extractions: Mesquite Academy is a K-12 school of choice offering a variety of educational opportunities for students in at-risk situations. The Academy offers an accelerated instructional program providing students with a non-traditional environment for educational advancement. The mission of the Mesquite Academy is to challenge and stimulate students to develop their academic skills and enhance their ability to work with others. Core Values Options Program PLUS program Freshman Cluster Staff Transportation
Preparing At-Risk Youth For The Future in these programs, only about 40 percent had graduated. Helping Atrisk students. For more than 30 years, Upward Bound has sought http://www.mathematica-mpr.com/education/edatrisk.asp
Extractions: Home About Us Employment Contact ... Surveys Search Publications Site Education Career-Focused Education School Choice At-Risk Youth The economic prospects of high school dropouts are exceedingly dim. We have studied a diverse array of dropout prevention approaches, ranging from those for at-risk youth to those designed to address the drop-out problem in clusters of schools or entire school districts. Effective strategies include focusing on instructional improvement rather than on providing student services. Millions of dollars have been spent in recent years to create special environments, called alternative schools, that focus on encouraging highly at-risk students to graduate from high school. Our analysis reveals that programs with a more academic focus seem to improve instruction, but alternative schools have had mixed success in achieving their primary objective. Although alternative school students were more likely to attend school, go to school more days, and earn more credits, after three years in these programs, only about 40 percent had graduated. For more than 30 years
MCKINNEY LEARNING CENTER An alternative environment in which atrisk students are empowered to become effective citizens while completing a high school diploma or GED. http://www.mckinneyisd.net/soar/
Extractions: MCKINNEY LEARNING CENTER 2100 WHITE AVENUE Phone: 469-742-7800 Fax: 469-742-7801 FOCUS 2003-2004 " Leave No Student Behind" LINC Center SOAR Center GED Center JJAEP ... Volunteer McKinney Center School Weather Contact Israel Carrera (Principal) Contact James Garrett (Webmaster) Welcome to the McKinney Learning Center. Our site will provide you with timely and informative information about the programs that the center is offering to the students of McKinney. Please direct any comments or questions to me and I will answer them in a timely fashion. Our door is always open, so come and see the great things that are happening at the McKinney Learning Center. Principal LINC CENTER - This is an academic program for students who are behind in the regular school program and have made a commitment to finish their education in a non-traditional setting. Small classes, self-paced instruction, counseling, and one-on-one-attention are but a few of the assets the program brings to at-risk students. Admittance to the program is by application and evaluation by the principal, counselor, and staff of the LINC Center. SOAR - This is a program for students district wide who have experienced difficulty because of disciplinary problems on their home campus. The aim of the program is to remediate these students' behavior and return them to their home campus so they can become successful in the regular school setting. It is made of three divisions; elementary, middle, and high school.
Extractions: PACE is an alternative education school for at risk high school students in the Duncanville ISD. The school is for students who have fallen behind in their class work for one reason or another. Many of the students attain a higher level of success because of the smaller teacher student ratios and the individualized learning. Students work on basic core curriculum classes as well as many other electives. Students at PACE are in the 9th to the 12th grade and are from 15 to 21 years old.
Extractions: Previous: PUBLIC EDUCATION Charter Schools Table of Contents Next: PUBLIC EDUCATION Professional Educators and Other School Employees HOUSE BILL 1518 HOUSE AUTHOR: Dutton EFFECTIVE: Vetoed SENATE SPONSOR: R. West House Bill 1518 amends the Education Code to require a school district's evaluation of the effectiveness of accelerated instruction in reducing certain disparities between at-risk students and all other students to include an analysis of the effectiveness of each program described in the campus and district improvement plans for reducing those disparities. The bill also requires the Texas Education Agency (TEA) to evaluate systematically the effectiveness of accelerated instruction and support programs for at-risk students and to organize and share information collected during its evaluation with local districts. The bill requires the Legislative Budget Board, the office of the state auditor, and the comptroller to review TEA standards and definitions for dropouts and students completing school before the agency implements those standards and definitions. The bill also requires the commissioner of education to adopt rules for exempting a school district that consistently achieves significant reductions in the disparity between at-risk students and other students from a state audit of its expenditures of compensatory education funds, and it prohibits exemption of a district that does not make consistent significant progress in reducing its dropout rate.
Crossroads Learning Center Alternative center for atrisk students. Burleson ISD. http://www.burlesonisd.net/crossroads/
JESPAR: Journal Of Education For Students Placed At Risk As one of the foremost journals specifically aimed at the improvement of the educational experience of atrisk students, JESPAR assists researchers, policy http://www.csos.jhu.edu/jespar/
Extractions: Over five million children in the US are served by Title I schools. Following the implementation of the Improving America's Schools Act (IASA) in 1994, Title I has sought to assist schools in helping children to gain the knowledge they need for academic success. As one of the foremost journals specifically aimed at the improvement of the educational experience of at-risk students, JESPAR assists researchers, policy makers, and practitioners in identifying what programs and policies work in our schools today. The Journal of Education for Students Placed At Risk JESPAR ) was co-founded in 1996 at the Johns Hopkins University, the Center for Social Organization of Schools, by Sam Stringfield and John H. Hollifield, with the belief that effective educational practices and programs exist that make a difference in the lives of students who, for a variety of reasonsracial, economic, family, linguistic, or otherare placed at risk of academic failure. We at the Journal of Education for Students Placed at Risk know that you share our commitment to meeting the needs of students from impoverished, minority, and disadvantaged backgrounds. Since its founding
Beta School Home Page Features the Malvern educational program for atrisk students and information on credit recovery. http://malvern.dsc.k12.ar.us/schools/Beta/beta_school_home_page.htm
Extractions: Enrollment Faculty GED History ... Main Beta page The Malvern Beta program is a non-traditional, flexible, self-pace program designed for the at risk student. The program serves students in grades 7 -12. Credit Recovery is also offered to students who have lost credit to poor performance or attendance. Credit recovery is offered during an extended day programs. The hours are Tuesday and Thursday afternoons 3:30-5:30. To reach the teachers at Beta via e-mail: http://malvern.dsc.k12.ar.us/Index2/PMDBETA.HTM
Survey Results - Key Findings The Experience of Highrisk students. Research Nearly two-thirds (66%) were moderate-risk students; 9% were high-risk students. Preliminary http://www.ccsse.org/survey/findings3.html
Extractions: Home CCSSE News Join ... Findings Focus The Experience of High-Risk Students Research indicates that there are several factors that put undergraduate students at risk of not attaining their educational goals. Community college students generally are three to four times more likely to reflect those factors than are their counterparts in four-year colleges and universities. The following risk factors are reflected in the CCSSE survey: being academically underprepared (i.e., students who have not earned a high school diploma and/or have participated or plan to participate in developmental/remedial education); being a single parent; being financially independent (i.e., students who rely on their own income or savings as a major source for college costs and indicate that parents and spouses/significant others are not sources of income for that purpose); caring for children at home;
LEARN NC | Articles Articles Innovations in Teaching The Diverse Classroom Atrisk students. At-risk students. The black-white achievement gap What does the research show? http://www.learnnc.org/index.nsf/articles?OpenForm&topic=diverse&subtopic=atrisk
ACADEMIC SALVAGE FOR AT-RISK STUDENTS COMMITTEE ON. UNDERGRADUATE STANDINGS PETITIONS. ACADEMIC SALVAGE FOR ATrisk students. AFTER MIDTERM MARKS. ADVISING AT-risk students. http://www.trentu.ca/mytrent/AcademicSalvageChecklistDec2003.htm
Extractions: COMMITTEE ON ACADEMIC SALVAGE FOR AT-RISK STUDENTS AFTER MIDTERM MARKS Mid-term marks indicate a projected academic result in the current slate of courses for each student, and serve as a guideline for assessing progress. WHO IS AN AT-RISK STUDENT? Students with an academic Grade Point Average (GPA) of less than 60% are at risk of being placed on probation at years end; students with a GPA of less than 50% are at risk of being placed under academic suspension at years end. Business Administration students with a GPA of less than 70% are at risk of losing their eligibility for the Business Administration Program. Third-quarter students with a GPA of less than 65% are at risk of being denied entrance to Honours in some academic Departments, and if in their fourth quarter, are at risk of being denied an Honours-level degree. International students have a student visa allowing them residence in Canada while at Trent; in most cases this is conditional upon their being registered in no fewer than 3.5 courses during the Fall-Winter academic year and 2.0 courses of they begin their course of study during the Winter term. Summer courses taken may not be counted as part of these academic loads.
CREDE Research Report 1 Current Knowledge About Effective Education of Atrisk students. This theory has great potential to assist diverse, at-risk students. http://www.cal.org/crede/pubs/research/rr1.htm
Extractions: This report describes the Center for Research on Education, Diversity, and Excellence (CREDE), a national research and development center operated under a cooperative agreement between the University of California, Santa Cruz, and the Office of Educational Research and Improvement (OERI) of the U.S. Department of Education (USED). In the following pages, the principal intellectual and organizational structures of CREDE will be described: the premises, the mission, the principles, the theory, and the research design. We will also describe the conceptual and theoretical framework of the Center; the integration of the people, projects, and programs that constitute CREDE; and the scope, range, and scale of the topics covered by CREDE's research. Our work is grounded in solid research achievements, but in this field, research has outstripped development. How can our research knowledge be enacted in scaled-up, reliable programs for all students? CREDE'S research plan is designed to uncover specific resistances and barriers to enactment and to develop detailed, practical models for overcoming them. The CREDE plan provides a comprehensive framework for educational research and development that is strong, flexible, and inclusive of diversity among all individuals and communities. It is based on a theoretical framework that is sensitive to diversity of culture and language, and powerful enough to identify the great commonalties that unite people. We address educational excellence from preschool to higher education for students from all major linguistic, cultural, and ethnic groups, including those suffering all four identified risk factors for educational failure (limited English proficiency, poverty/economic disadvantage, race, and geographic location).
Extractions: The extraordinary achievement gains announced this week for the Montgomery County Public Schools underscore the implications of ongoing plans begun three years ago in kindergarten that are now reaping benefits among second grade students, including African American students, Hispanic students, poor students, special education students, and those learning English as a second language.
Extractions: Retention Programs for At-Risk Students: What Works and Why? As community colleges assume a more prominent role in educating the workforce of the 21 st century, developing support programs that address the academic and developmental needs of entering students has become a significant challenge. Old assumptions may no longer be valid, and new paradigms require thinking outside the box. This presentation is designed to stimulate a campus dialogue on the following: What do we know about our entering students? What questions have we yet to ask? What are we currently doing that is improving our retention rates? What can we do better? What can we learn from model retention programs at other institutions? How can we use our resources to improve student retention? What role can administrators, faculty, support staff, students play in developing an effective retention initiative? How does assessment relate to retention? Where do we go from here?
Extractions: Advanced search Search Databases Choose a DB > Articles Events Grants Product Announce Reviews Web Picks Become a techLEARNING.com author Home Outlook From the Classroom > At-Risk... May 1, 1998 by Cyndy Woods Times have changed Arthur sits down at the table. In front of him are various parts of a computer. He watches the monitor intently as information is displayed about the unit on which he is working. As error messages flash, he makes notes until he comes to the prompt and can begin his repairs. Disks move from his hands to the drives as he repairs and exchanges files. Arthur again boots the computer, watching while fewer error messages are displayed. Patiently he begins repairing the remaining messages. Arthur is a normal 13-year-old boy. Except that he is homeless. He often has no electricity wherever he stays. Arthur, in the eighth grade, functioned at about the sixth-grade level at the beginning of the year. That changed when he discovered a classroom where technology was embraced. In here, Arthur sees and hears and handles technology and learns in tandem with his teachers, who are also embracing technology. I was one of two teachers who were fortunate enough to be selected to participate in the Eruditio Project, which was sponsored by US West, Arizona State University, and the National Education Association. Last August, as new members of the project, we left Arizona State University with laptops, a modem, a dial-up connection to the Internet, and loads of support from others who had bravely gone where we had not. Our goal was to bring the Internet to the homeless population that we serve. By doing so, we felt that we would open their worlds. Along the way, magical things occurred, and our worlds opened along with theirs.
Extractions: Sister Ann Dominic Roach, Superintendent of Schools, Archdiocese of Boston Raymond's family immigrated to the United States from Mexico. Juggling multiple jobs as assembly-line worker, gas station attendant, house cleaner, and newspaper deliverer, his parents successfully put four children through college. For their part, Raymond and his siblings excelled in school and went on to successful careers. This is one family's story of success against the odds, of navigating the journey from working-class to middle-class status. In Against the Odds: How "At-Risk" Students Exceed Expectations (Jossey-Bass Publishers; Publication Date: December 1998), Janine Bempechat, an assistant professor of education at the Harvard Graduate School of Education, examines the lives of children who seem to defy the odds, giving parents, educators, and anyone interested in the well-being of children hope and inspiration as they strive for academic excellence in all our children. Drawing on a six-year study that closely followed more than one thousand high-achieving fifth- and sixth-grade African-American, Latino, Indochinese, and Caucasian students, Bempechat uncovers the family and school practices and attitudes that contribute to high achievement in at-risk children.
ACT News Release : ACT Awards To Help At-Risk Students Six high school and university programs focused on helping atrisk students have won the annual ACT Awards. ACT Awards to Help At-risk students. http://www.act.org/news/releases/2003/9-03-03.html
Extractions: News Releases ACT National and State Scores ACT in the News Build Your Own Media Kit ... News Releases September 3, 2003 ACT Awards The ACT Awards are designed to benefit programs that aim to help middle and high school students reach their career and educational goals. The awards target programs that work with students whose circumstances and environments could keep them from continuing their education or career training. Winners receive awards in the form of ACT programs, services, consultation and resources. Each year, ACT offers four to six awards valued at $6,000 to $8,000 each, totaling $50,000. Community Partnership Initiative University of California Office of the President, Oakland, CA The University of California Community Partnership Initiative has established Academic Centers of Excellence in 10 churches serving low-income and educationally disadvantaged high school students in the Los Angeles and Oakland areas. This program emphasizes test preparation skills and mastery of writing, reading, science, and math using EXPLORE and PLAN , and provides career planning resources using DISCOVER . Goals include improving academic achievement, college attendance, and career development.
