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ERIC Number: ED328780
Record Type: RIE
Publication Date: 1988-May
Pages: 83
Abstractor: N/A
Reference Count: N/A
Removing the Stigma of Disadvantage: A Report on the Education and Employability of 9 to 15 Year Old Youth "At Risk." Research Report No. 88-09.
Bruckerhoff, Charles
A study investigated aspects of the problem of at-risk youth aged 9-15 in the public schools. Focuses were compulsory attendance education; school programs; demographics; developmental characteristics; patterns of behavior leading to academic success or failure; academic achievement; and school/community efforts. Evidence showed that compulsory education varied by state. Existing policy and practice emphasized a standardized curriculum that focused on promotion of college attendance. Disadvantaged youth lived in circumstances that tended to promote family histories of poverty, illiteracy, and unemployment. Research data indicated that the overall quality of the family's life-style best explained why some children succeeded in school. The circumstances for families of low achieving children was "depressing." At-risk students had an even lower level of academic achievement in reading, writing, and mathematics than the generally low level among youth in the United States. The usual approach taken by public schools to handle at-risk students was to reinforce the standard curriculum. Specific recommendations were restructuring public schools; implementing a differentiated public school curriculum; improving competencies in basic skills; providing occupation and career orientation programs; establishing networks of educational and social welfare programs; broadening job opportunities for disadvantaged youth; and promoting interest in lifelong learning among disadvantaged youth. (88 references and a glossary) (YLB)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Commission for Employment Policy (DOL), Washington, DC.
Identifiers: N/A
Note: Tables contain small type.