scholarly journals Style Over Substance in Interventions for At-Risk Students: The Impact of Intrusiveness

2000 ◽  
Vol 20 (2) ◽  
pp. 5-15 ◽  
Author(s):  
Anthony Molina ◽  
Robert Abelman
Keyword(s):  
At Risk ◽  
Student Performance ◽  
At Risk Students ◽  
Grade Point Averages ◽  
Academic Probation ◽  
Retention Rates ◽  
Success Strategies ◽  
Grade Point ◽  
Academic Dismissal ◽  
The Impact

Academic advisors charged with developing and implementing student success strategies should ask: To what extent is the process of intervention, rather than the nature of any specific intervention, responsible for an influx in at-risk student performance and persistence? Students in varying degrees of academic probation were randomly assigned to one of three intervention strategies that incorporated controlled content but divergent levels of intrusiveness. The most intrusive intervention resulted in higher cumulative grade-point averages and higher retention rates for all students. Students with the highest risk of academic dismissal were the most responsive to the most intrusive intervention.

Style Over Substance Reconsidered: Intrusive Intervention and At-Risk Students with Learning Disabilities

2002 ◽  
Vol 22 (2) ◽  
pp. 66-77 ◽  
Author(s):  
Robert Abelman ◽  
Anthony Molina
Keyword(s):  
At Risk ◽  
Learning Disabilities ◽  
Student Performance ◽  
At Risk Students ◽  
Retention Rates ◽  
Students With Learning Disabilities ◽  
Grade Point ◽  
Probationary Students ◽  
The Individual ◽  
The Impact

In two recent publications, we reported that the academic intervention process, not the specific intervention content, was responsible for a short-and long-term influx in at-risk student performance (grade-point average) and persistence (retention). All at-risk students who participated in the most intrusive of three interventions had higher cumulative grade-point averages and retention rates than those who received less intrusive interventions. In this post hoc analysis, we looked at probationary students with learning disabilities and found that they are only responsive to the individual attention and personalized accommodation provided under a highly intrusive model, and the impact is temporary.

Style Over Substance Revisited: A Longitudinal Analysis of Intrusive Intervention

2001 ◽  
Vol 21 (1-2) ◽  
pp. 32-39 ◽  
Author(s):  
Robert Abelman ◽  
Anthony Molina
Keyword(s):  
At Risk ◽  
Student Performance ◽  
Academic Advising ◽  
At Risk Students ◽  
Grade Point Averages ◽  
Retention Rates ◽  
Grade Point ◽  
Intervention Process ◽  
Intervention Content ◽  
Long Term Impact

In a recent report, the authors showed that the academic intervention process, rather than the specific intervention content, was responsible for a short-term influx in at-risk student performance and persistence. Students in varying degrees of academic probation were randomly assigned to one of three intervention strategies that incorporated controlled content but divergent levels of intrusiveness. Results showed that the most intrusive intervention produced higher cumulative grade-point averages and retention rates for all at-risk students. This follow-up study on the long-term impact of these one-time interventions confirms results regarding performance and persistence: Some intrusion is better than none in academic advising.

A Mentoring Program for Remedial Students

2002 ◽  
Vol 4 (3) ◽  
pp. 207-226 ◽  
Author(s):  
Ralph Pagan ◽  
Runae Edwards-Wilson
Keyword(s):  
Higher Education ◽  
At Risk ◽  
Positive Impact ◽  
At Risk Students ◽  
Grade Point Averages ◽  
Academic Probation ◽  
Mentoring Program ◽  
Grade Point ◽  
Remedial Students ◽  
Academic Standing

The effectiveness of a mentoring program for 53 at-risk students was investigated. The investigation followed the similar research models as those previously implemented in higher education settings whereby undergraduate and graduate peers, in good academic standing, served as mentors to students in academic jeopardy. The grade point averages and attrition of a cohort of students on academic probation or warning was recorded during two consecutive semesters. A mentoring intervention was instituted during the second semester. The results indicated that the mentoring intervention had a positive impact on retention and grade point averages for this student cohort.

scholarly journals COVID-19 Resulted in Lower Grades for Male High School Students and Students With ADHD

2021 ◽  
pp. 108705472110442
Author(s):  
Rosanna Breaux ◽  
Nicholas C. Dunn ◽  
Joshua M. Langberg ◽  
Caroline N. Cusick ◽  
Melissa R. Dvorsky ◽  
...  
Keyword(s):  
High School ◽  
At Risk ◽  
High School Students ◽  
Low Income ◽  
At Risk Students ◽  
The United States ◽  
Grade Point ◽  
School Year ◽  
Students With Adhd ◽  
The Impact

Objective: Researchers have speculated that the COVID-19 pandemic may expand the academic performance gap experienced by at-risk students. We examined learning experiences during the 2020 to 2021 school year and the impact the pandemic has had on high school student grade point average (GPA), including predictors of change in GPA from 2019–2020 to 2020–2021. Method: Participants were 238 adolescents (55.5% male), 49.6% with attention-deficit/hyperactivity disorder (ADHD), in the United States. Adolescents reported on their GPAs via online surveys. Results: GPA significantly decreased on average from 2019–2020 to 2020–2021 school year. ADHD status and biological sex significantly moderated change—students with ADHD and male students reported decreased GPA, whereas students without ADHD and female students’ GPA did not change. Low income and Black/Latinx students had lower GPAs in both school years. Conclusion: It is imperative that additional supports be provided for at-risk students to help them catch up on missed learning during the pandemic.

scholarly journals Looking Beyond the Household: The Importance of School Factors in Understanding Elementary Grade Retention in Rural Khyber Pakhtunkhwa, Pakistan

2017 ◽  
Vol 46 (1) ◽  
Author(s):  
Bushra Rahim
Keyword(s):  
Student Performance ◽  
Grade Retention ◽  
Retention Rate ◽  
Retention Rates ◽  
School Level ◽  
School Factors ◽  
Data Set ◽  
Continuous Increase ◽  
Khyber Pakhtunkhwa ◽  
The Impact

This paper contributes to the limited literature on the educational outcomes of children in rural Khyber Pakhtunkhwa (KP), Pakistan. It explores the impact of school-level factors such as physical resources, teachers and school characteristics on retention to the last grade of primary in the KP province for the time period 2007-12. Two sources of data were used to measure the retention rates. One of which is an official compilation of institutional data on education known as Education Management Information System (EMIS). The second data source, Annual Status of Education Reports (ASER), is a household data set with a rich set of household covariates, teachers’ characteristics and student performance data on reading and mathematics. The results from regression analyses indicate that children are more likely to complete primary education cycle when they receive instructions in local language and when the pupil-teacher ratio is below a certain threshold. Results also reveal that a continuous increase in school size beyond a certain threshold (> 400 enrollment) is related to a decrease in retention rate. Further, mixed schools (all-boys’ schools having girls enrolled in them) were found to have better retention rates than boys’ schools.

Causes, Reactions, and Consequences of Academic Probation: A Theoretical Model

1996 ◽  
Vol 16 (1) ◽  
pp. 28-34 ◽  
Author(s):  
Karl N. Kelley
Keyword(s):  
Student Performance ◽  
At Risk Students ◽  
Academic Probation ◽  
Attributional Retraining ◽  
Second Stage ◽  
Future Performance ◽  
Traditional Programs ◽  
Third Stage ◽  
Student Reactions

This paper presents a three-stage model of academic probation that addresses cognitive, affective (emotional), behavioral, and environmental factors. The first stage examines the precursors to probation—factors that inhibit student performance. The second stage focuses on student reactions to being placed on probation. The various strategies students use to cope with probation are then used to predict the third stage or long-term consequences of probation. The key assumption behind this model is that student causal ascriptions for probation are an important predictor of future performance and self-concept. Intervention strategies are proposed that focus on attributional retraining in addition to traditional programs. Finally, it is hoped that this model will promote heuristic research concerning at-risk students as well as those on academic probation.

Career Development Courses and Educational Outcomes

2016 ◽  
Vol 44 (3) ◽  
pp. 209-223 ◽  
Author(s):  
Jamie M. Hansen ◽  
Aaron P. Jackson ◽  
Tyler R. Pedersen
Keyword(s):  
College Students ◽  
Career Development ◽  
Undergraduate Students ◽  
Educational Outcomes ◽  
Graduation Rate ◽  
Grade Point Averages ◽  
Grade Point ◽  
Career Course ◽  
The Impact ◽  
Development Course

Research suggests that career development courses have positive impacts on college students’ career development outputs. What is less established is the impact of these career courses on educational outcomes like retention, graduation rate, and academic performance. This study compared two groups of undergraduate students: one that successfully completed a career development course ( n = 3,546) and a matched group of students who did not take the career course ( n = 3,510). The groups were compared on graduation rate, time to graduation, course withdrawals, and cumulative grade point averages (GPAs). The career development course was not a significant predictor of graduation within 6 years, the number of semesters to graduate, or the number of withdrawals incurred. However, the career development course did significantly predict the total number of credits (participants graduated with about five more credits) and cumulative GPA at graduation (participants graduated with higher GPAs).

Examining District Norms from a Rural School's Site-Based Improvement Perspective: Complementary or Obstructive?

1998 ◽  
Vol 8 (2) ◽  
pp. 187-210 ◽  
Author(s):  
John L. Keedy ◽  
Jan M. Allen
Keyword(s):  
At Risk ◽  
School Improvement ◽  
At Risk Students ◽  
Group Development ◽  
Assessment Instrument ◽  
Personnel Turnover ◽  
Empowerment Model ◽  
Teacher Work ◽  
Development Assessment ◽  
The Impact

Schools with at-risk students can improve when district norms support school-based improvement efforts. The authors (a) studied a district's norms from a rural school leader's perspective and (b) examined the impact of these norms upon the school's revitalization goals. Data were collected through interview, observation, mining of documents, and the Group Development Assessment instrument. The five district norms (lack of district vision/focus, board and central office control orientation and lack of trust, blaming others/defensiveness, constant personnel turnover, and poor communication) were obstructive to achieving school goals. Despite progress made by school leaders in improving both the parent-teacher relationships and teacher work climate, the prognosis for achieving the crucial goal, redesigning instruction as more meaningful and engaging for high-risk students, seemed doubtful. Improving schools for at-risk students needs a normative environment engineered by a change-and-empowerment model binding the district to school improvement efforts.

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