ERIC Number: ED342835
Record Type: Non-Journal
Publication Date: 1990-Sep
Reference Count: N/A
Partners for Valued Youth: Dropout Prevention Strategies for At-Risk Language Minority Students. A Handbook for Teachers and Planners.
Robledo, Maria del Refugio
This handbook provides information about an innovative model, Partners for Valued Youth (PVY), that encourages "at-risk" students to stay in school and to set broader goals for themselves through a cross-age tutoring experience in which at-risk middle school students tutor younger, elementary school students. After a preface, the following sections describe the PVY: (1) a discussion of the educational approaches that are the foundation for the PVY; (2) a description of the social and educational conditions that spurred the development of the PVY; (3) a short overview of the project; (4) an overview of major features of the program, including critical elements of an effective program, philosophical base, instructional strategy, and a support structure; (5) an overview of a framework for implementing the PVY; (6) a discussion of a planning tool and steps to be followed; (7) an overview of expected results; and (8) a discussion of conclusions. Also included are a list of contacts and materials available; a bibliography of 116 items; 5 worksheets for PVY planning; and appendices containing a description of how to use the curriculum framework, sample lesson plans for tutor classes, sample in-service training materials, and sample documentation/observation forms. (JB)
Descriptors: Academic Achievement, Cross Age Teaching, Dropout Prevention, Elementary Education, Elementary School Students, High Risk Students, Hispanic Americans, Limited English Speaking, Middle School Students, Middle Schools, Minority Group Children, Program Descriptions, Program Implementation, Teaching Guides, Tutorial Programs, Urban Schools
Publication Type: Guides - Non-Classroom; Reports - Descriptive
Education Level: N/A
Audience: Practitioners; Researchers; Policymakers; Parents
Sponsor: Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC.
Authoring Institution: Intercultural Development Research Association, San Antonio, TX.; Development Associates, Inc., Arlington, VA.