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ERIC Number: ED326333
Record Type: Non-Journal
Publication Date: 1990
Pages: 60
Abstractor: N/A
Reference Count: N/A
In the Middle. Addressing the Needs of At Risk Students during the Middle Learning Years. Technical Team Report. Submitted to the Commission for Students At Risk of School Failure.
Maryland State Dept. of Education, Baltimore.
This report explores contributions that schools, communities, and families can make toward preventing and intervening in behavior that places young adolescents at risk. The first part of the report considers characteristics of early adolescents and an environmental balance that capitalizes on the diversity of adolescents to minimize their risk of failing in school and life. Particular attention is given to: (1) the school environment, including the importance of an inviting school climate, appropriate curriculum, sound instruction, knowledgeable and caring school staff, and school organization conducive to healthy student development; (2) the home environment and the importance of partnerships between home and school; and (3) the community and partnerships between the community and school. While the first part addresses initiatives and conditions aimed at preventing youth from becoming at risk, the second part suggests an identification process and a range of intervention responses for use with at-risk early adolescents. The five categories of intervention design discussed are: academic assistance and remediation; pupil services and social services; vocational and career awareness; alternative school approaches; and school improvement and reorganization approaches. The concluding section focuses on two goals for implementing appropriate middle school programs and practices in Maryland and discusses several barriers to healthy adolescent student development. An appendix provides 35 profiles of middle school programs across the nation. A list of 49 references is included. (RH)
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Maryland State Dept. of Education, Baltimore.