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ERIC Number: ED297073
Record Type: RIE
Publication Date: 1988-Apr
Pages: 16
Abstractor: N/A
Conflicting Views of "At-Risk" Students.
Casanova, Ursula
The involvement of parents, even those from low income settings and with minimal schooling, is a key factor in a child's academic achievement. A teacher's decision to classify a student perceived to have classroom difficulties as "at-risk" initiates a formal process of referral, testing, labeling, and placement resulting in different educational opportunities for that student. The teacher's perceptions of this student may differ from those of the student's parents. The cases of 12 students in the second or third grade who had been identified as "at risk" by their teachers were chosen for examination. The children ranged in age from 7 to 9.5 years old. Half of the children were Hispanic, from homes where Spanish was the dominant language. Interviews were conducted with parents, teachers, and students, and school records were examined. Findings include the following: (1) discrepancies existed between parents' and school personnel's perceptions of the child; (2) information was often not solicited from parents by school personnel; (3) school personnel's perceptions were more important than parents' perceptions in making decisions about the child's school career; (4) information was sometimes withheld from parents by school personnel; (5) parents seemed to accept the judgments of school personnel and set aside their own doubts; (6) class size may prevent the development of strong home-school relationships based on collaboration. A detailed case study of a typical student (a 10-year-old Hispanic boy named Gilberto) and a brief list of references are included. (FMW)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1988).