NCJ Number
117059
Date Published
1988
Length
11 pages
Annotation
This paper focuses on the need for schools to develop a different response to their at-risk students, since data from national studies indicate that the school can be seen as contributing to the problems of the at-risk student.
Abstract
Attempts by the school to respond in a constructive manner raise a number of dilemmas for practitioners. In addition, many schools now resolve these dilemmas in ways that further alienate at-risk youth. Schools should instead develop intervention programs based on the model developed through research and the author's staff development experiences. This model emphasizes small size, authority to create an environment appropriate to the selected population of students, and a teacher culture featuring collegiality, optimism about student success, and an extended role toward students. The student culture in this model is characterized by commitment to the program, high expectations for academics and behavior, and a 'family' atmosphere. The curriculum is individualized in many academic areas, but also has many group experiences. An active mode is also essential, and this is best seen in a set of experiential components that feature action and reflection. 11 references.