Evaluates implementation of the "failure free" reading program. Adequate repetition, appropriate sentence structure, and meaningful story content are incorporated in directed instruction, talking software, and print materials. Improvements were noted in attitudes, curriculum-based performance, and standardized tests. (MMU)

Examined the nature of culture change that occurred at an alternative continuation high school for at-risk students (n=116) and changes in student attitudes over 2 years. Quantitative and qualitative data show the effectiveness of the school's Team Learning Projects model and the school's restructuring program. (SLD)

Analysis of the stories told by 19 teachers from New Brunswick (Canada) produced themes that illustrate the significance of simultaneous strategies to influence students' behaviors, the relevance of the interaction of individuals with situations, and the congruence of teachers' commonplace theories with formal theories. (SLD)

Describes a new instrument to predict dropouts, the Student At-Risk Identification Scale (SARIS). The SARIS consists of two subscales, one from student records and one that is a self-report. Scale construction is described, and narrative data are presented, along with evidence of reliability and validity. Predictive and diagnostic values of the…

Two tables summarize effects of mentoring in 10 middle schools in De Kalb County (Georgia) and from mentoring programs sponsored by the Big Brothers/Big Sisters organization. Both sets of programs show improved attendance and improved conduct, and the Georgia programs were associated with better grades. (SLD)

Describes an innovative supplemental curriculum program that generates positive self-concept growth while reinforcing fundamental reading processes, improving reading comprehension, and fostering reading enjoyment. How to implement this program by networking with the Telephone Pioneers of America and local school and business partners is…

Describes an alternative, multicomponent assessment model that increases the probability of early identification of at-risk children who demonstrate the potential to be gifted. The model combines the use of traditional intelligence tests with nontraditional assessment strategies, including behavioral observations and curriculum-based assessment.…

Using survey and interview data from 78 junior high and high school students in an alternative school, studies the ways school structures affect the experience of at-risk students. Seven dilemmas attributable to familiar school structures are examined, and implications for restructuring schools are discussed. (SLD)

Reviews conditions in the environment that put the children of Hispanic migrant workers at risk for developing physical and cognitive disabilities. These include inadequate environmental protection, poor housing, and lack of access to health care and community resources. Strategies to facilitate positive change for farm worker families and…

Discusses results of a study that identified promising practices in both dropout prevention and transition programs for youth at risk in 67 Florida school districts. Practices related to timing (grade range), curriculum, setting, and partnerships are reviewed. (SLD)

Analyzed the interrelation between achievement and personal-motivational variables in students at risk of school failure and students not at risk. Results from 606 third graders show that students with and without academic problems are different with respect to certain motivational-affective variables. Prediction of academic success from affective…

Results of a survey of teachers of children and youth at risk indicate that reducing school and classroom violence is considered most critical among five broad areas of training for professional development. Inservice training course modules for seven topics related to this area are described. (SLD)

Studied perceptions of 168 Head Start teachers on issues related to transition activities for Head Start graduates going into the public schools. Findings lead to a set of recommendations for effective transition programs that include transition coordinators, cooperation with schools, parent participation, and programs that involve the whole…

Evaluated the effects of a pilot program designed to improve the attendance and academic skills of African-American students at risk. Results with 15 middle school students show improved attendance, fewer suspensions, and better grades in mathematics, English, science, and history. In addition, most participants were promoted to high school. (SLD)

Examined differences between academically talented female high school students who were not at risk (n=24) , and similar resilient at-risk students (n=17) on individual and environmental risk and protective factors. Hypotheses that the two groups would differ on risk factors, but not protective factors, were generally supported, suggesting a…