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ERIC Number: ED356098
Record Type: Non-Journal
Publication Date: 1988-Nov
Pages: 3
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Students at Risk. Research in Brief.
Fromboluti, Carol Sue
This paper summarizes a report entitled "Effective Programs for Students At Risk: A Sourcebook" by the Center for Research on Elementary and Middle Schools (CREMS) at Johns Hopkins University. Based on a survey of research on services to at-risk students, the CREMS report identified programs that improved the academic performance of at-risk students in the early grades. Studies conducted in 1987 confirmed that at-risk students who attend preschool do better academically as they progress through school than students who do not attend preschool. The CREMS review concluded that full-day, compared to half-day, kindergarten programs improve students' preparation for first grade. Elementary school programs provide remedial help to students through pull-out, or out-of-class, programs. Common elements of quality pull-out programs include presentation of material by the teacher rather than from workbooks, flexible instruction, and constant monitoring of students' progress. To assure the success of pull-out programs, the teaching methods used in the program and in the classroom must be coordinated. The CREMS report identified two categories of programs--continuous progress and cooperative learning programs--that use innovative strategies to restructure classrooms. In both types of program, children are taught in groups within the classroom in such a way that the needs of individual students and of the group are met. CREMS also identified 16 effective programs of both types, and while all are different, the underlying principles--instruction geared to student needs, materials presented by teacher, constant assessment of student progress--are the same. (BC)
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Office of Educational Research and Improvement (ED), Washington, DC.