Characteristics of at-Risk Students (Aed201)

Making Middle Grades Work recommendation (CSR), Georgia Assessment of Performance on School Standards (GAPSS) recommendations, improvement team suggestions from the state department, various community consultants, and self-evaluations within the school all had major effects on improved academic performances and the culture of the school. The first areas for improvements targeted Language Arts, Mathematics and Reading. We simply felt that these areas would give students the necessary attention academically to be successful. Secondly, we strive to make sure our students do well on standardized testing and promote that their reading is beyond the classroom. The school’s contact with successful mentorship programs help structure the social, emotional and even cognitive aspect of healthy growth for our

With these requirements, school districts can easily target at-risk youth that appears to be prominent in their misbehavior. With many incentives of receiving federal aid to support school safety and other additional funds based on academic performance, many at-risk are often removed and displaced from the educational system.

As an Educator having a program like this at Bergen Community College is essential for many of the students that struggle with academic success and completion. This program in collaboration with our already existing ATD would be ideal and would help to set standards and policies that are very much needed.

The at-risk population is growing at a far more rapid rate than the rest of the U.S. population. The actual number of at-risk students varies depending on what proxies we use as indicators. One growth estimate is based on the increase in the size of the U.S. minority population. From 1970 to 1980, the U.S. public school population from the preprimary level to the 12th grade declined from 46 million to 41 million, and during that same period the minority student enrollment increased from 9.5 million to 11 million. In the subsequent 2 decades, the minority proportion of public school enrollment has increased even more, with schools in central city areas experiencing the most

The Title I Targeted Assistance Program identified as the priority program for Deer Park Elementary School was chosen based on the program’s importance to the school. This program establishes funds to sixty identified students failing or at risk of academic failure. Since, the school has been labeled as Targeted

Because recruitment is such a challenge, Hempstead University and the We Love Kennedy Youth Center should continue to in their attempts to engage the community. They should use social networks through the public school system, Parent Teacher Association, religious organizations, community businesses, etc. They should also use Hempstead University to spread the word among professionals and students. Creating a larger awareness in the greater community can help get the word out in other ways; this may also recruit more people to help with the program through donations or their time. When using Hempstead University’s networks, the center can get in contact with the School of Education at Hempstead University who places student teachers and education students who need to complete observations at schools within the Kennedy school district. Although breaking the barriers to recruitment and

Every year, 30% of college student dropout within their freshman year. There are many factors that can make a student become at-risk such as. Students from lower socioeconomic status. Students who are not motivated or who lack a sense of personal responsibility. Students whose middle school and high school grades averaged C or lower. I’m writing this paper to propose a plan to help at-risk students succeed in college. My plan is to first to find out whether the students’ problem is external or internal, then meet to with their academic counselor and a personal counselor, have the students talk to their professor, go to tutorial every week.

Offer mentoring opportunities. What happens prior and after school is just as important as what happens during school. Summer and after school programs will provide extra help to struggling students. Chicago, San Francisco, Baltimore and other cities that serve ethnic and minority students have taken steps to implement new school programs to reach high standards. Particularly a study call ACCESS-West provided by (Fashola, 2013), showed positive results academically when extra curriculum and staff is afforded to African American students.

Cornerstone Youth Center highlights that our role is to guide and mentor our clients. Although some of our responsibilities may align with counselors or social work; We are neither those figures, but instead we are a source of help outside their school. From my client’s perspective, I believe they perceive my role as a mentor that they can have a therapeutic relationship with; it is therapeutic because we can address both positive and negative factors in their life. We educate and find sources for youth that want to inquire in topics like sex, mental illness, drugs, building a healthy relationship, and health & wellness in a formal and a comfortable

College students will always encounter some type of “problem” during their college experience. A problem can be something simple such as a lack of adequate parking or more complex such as sexual harassment. “A new report from Student Monitor asked college students to identify the biggest problems on campus, and their top three answers were cost of education, stress, and alcohol abuse,” (Jacobs, 2014, p.1). College students will be affected by a number of problems during their college career. As a professional in student affairs it is our duty to help students decrease their problems and help them have a successful experience. Andrews University is experiencing one of the top three biggest social issues on their campus, alcohol abuse and

The purpose of this study is to explore ways to assist and/or intervene at-risk students in order to set them on the path towards graduation. The NCES reported the graduation rate declined from 12% to 7% during 1990 – 2013. These are good improvements, however, we must continue take the necessary steps to lower these numbers for future generations. Graduation will open up a world of opportunities that might not other-wise be available to them without a high school diploma. According to an article in PBS Frontline in 2012, an individual without a high school diploma can earn, a national average of, $20,241 a year. That is $10,386 less than a person who graduated from high school. $10,000 does not sound like a lot of money spread out over an entire year, but it averages out to be an extra $200 a week. In my opinion, that is significant. Someone who goes on to earn their bachelor degree can expect to earn an additional $36,364 per year. What many students do not understand is that without high school graduation they cannot enter the military or qualify for many lower scale jobs as these require a diploma or high school equivalency. There are so many factors that contribute to a student’s decision to stay in school or to dropout but if communities and schools can intervene, maybe the national dropout rate can be lowered lending to a better life for all involved.

Our case study is based on Mark who is currently a freshman at MU. His father died due to illness two weeks before Mark headed off for his fall semester at Mizzou. Despite Mark’s devastation he decided to attend Mizzou in honor of his father who was an alumni. Although, the transition between home and school has been very difficult for Mark. He is not interested in marking friends, often sleeps through classes and doesn’t pay attention to lectures. Mark’s roommate is worried about him, although Mark just pushes him away. Mark’s depression causes him to skip class Friday and Monday morning in order to drive six hours home to visit his mother. Mark is in desperate need of help before things get completely out of control.

This after school program offers counseling, tutoring, volunteer opportunities, life skills training, field trips, and recreational activities. The program will operate after school, Tuesday- Thursday, from 2:45 pm to 5:00 pm. Most activities will take place after school, but your child will receive school credit for participating. The program is designed to help ease the transition to high school, improve youth outcomes in behavioral, social and academic settings, provide caring, competent mentors, open access to community resources, give more and flexible time to each child, expose participants to new things, target specific skills, and encourage them to learn

Issues may include, no change in the behavior of teens or the program may be to costly. People, especially parents, may worry their teens will not be affected by the outreach program, but the goal is to ensure success and prosperity among troubled teens in the community. The center will make sure all children will become better individuals not just for themselves, but also for the lives around them. Also, with the help of all members and businesses from the community, cost will be covered. The lives of many teens will be

Youth Works is a nonprofit organization in South Carolina. The mission of the organization is to provide low income families’ exposure to programs and service to renew and restore hope in the children. Young people should have access to after school programs that are good quality and affordable. Less crime and violence happens when youth have a safe place to be after school.The primary purpose of the ML2 program is an evaluation of the youth to improve in the areas of math, literacy and leadership skills in the youth while being in a positive environment. A total of 30 youth residents of the Joseph P. Smith Public Housing Community will be evaluated. The outcomes from this evaluation will allow ML2 to show how the community has changed since