Ernie Silva, executive director of the at-promise student association, echoed LaPlante’s comments. Why do we have to put that kind of label on them?”. We are also are providing our students with computer repair and networking skills. However, the Medical Academy's underlying philosophy was focused on constructing success for the least academically successful students. Investment Community Students who live in poverty, or have been assigned to special education, or have a history of trauma, or who are English learners, may or may not be “at risk” depending on their respective protective factors. If the phrase “at-risk” must be used, it should be in a sentence such as: “‘This’ places students at risk for ‘that.’” If the “this” and “that” are not clearly defined, the “at-risk” characterization is useless at best, and harmful at worst. II. A National Academy of Sciences study that examined scientific evidence from youth development programs validated the importance of such assets as "connectedness, feeling valued, attachment to prosocial institutions, the ability to navigate in multiple cultural contexts, commitment to civic engagement, good conflict resolution and planning for the future skills, a sense of personal responsibility, strong moral character, self-esteem, confidence in one's personal efficacy, and a sense of a larger purpose in life" (Lewis 2003, p. 35). "Bridge over Troubled Waters: A Youth Service Agency with a Mission." 2001). Using the politically correct terms for students with disabilities enables students to be seen as individuals with value rather than individuals with problems. 2002; Kemple 2001) and community-based programs such as YouthBuild (Lewis 2003; Pines 1999). ↓ Some educators argue that these efforts, though well intentioned and intended to help students, can have a negative impact because of their deficit-based approach. But Are They Doing It Well? That’s the promise we’re trying to focus on,” said Ernie Silva, the executive director of the Reaching At-Promise Students Association. That lack of consistency can be positive, in that it offers program providers flexibility in defining the term for themselves. But some in the education field argue that both at-risk and at-promise are vague descriptions that don’t offer enough specifics to drive effective policy. One outcome of Bridge provides an important lesson for any alternative program: "Identification of capacities and resiliency was strengthened as the way to establish positive working relationships with youth who are runaway, homeless or at risk. or government sanctioned site. District Superintendent, Deputy/Asst. 0000006834 00000 n
Soon, our students will be receiving tablet computers and transition to the blended learning model. 0000090596 00000 n
But “to replace one label with any other label will transfer those same types of problems.”. In addition, their experiences of failure may contribute to low self-efficacy and limit their aspirations and hopes about future life and … “I believe very strongly that words have great power,” said LaPlante. District Leadership - Business, Communications, HR However, high standards and expectations must be partnered with appropriate learning supports to help students meet the standards (Castellano et al. The problem, he said, comes when the term is used as a label for students. 0000002902 00000 n
Criticism of the term at-risk has floated around for years, from researchers and educators who say that the ill-defined description punishes children and youth for factors in their lives often outside their control. Just refer to students as students, and focus on the circumstances that may keep them from achieving their highest potential. 1-800-445-8250 (Customer Service), By clicking "Register" you are agreeing to the, ERS Practical Tools for District Transformation, In a recent nationally representative survey of 1,300 teachers, “Does 'the Achievement Gap' Evoke a Negative Stereotype? trailer
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Secada, W. G. "Lessons Learned by the Hispanic Dropout Project." Each of our students has a faculty mentor and we are working on creating not only graduation plans, but post-graduation plans, too. Share your thoughts », Report: Data Challenge Narrative on Merit Aid, N.J. For teachers who use the term “achievement gap,” just 27 percent ascribe more responsibility to society. "If there are differences in what 'at-risk' youth need," they are likely to include intensive, longer-term support and a greater number or range of services (ibid., p. 33). RAPSA members will convene at an annual education policy conference in San Diego later this month to discuss next steps and encourage new practices.