Date of Award

2014

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

Abstract

The purpose of this quantitative study was to examine if there are significant differences in perception regarding the importance of strategies and programs for at-risk students according to employment position, geographic location, and percentage of free- and reduced-lunch population within the school. This study also examined intervention strategies and programming currently being implemented in Indiana elementary schools. It sought to investigate alternatives for elementary school leaders to address the concerns of an increasingly challenging group of at-risk students. This study consisted of perceptions gathered from teachers and principals in Indiana urban, suburban, and rural elementary schools consisting of Grades K-6. First grade teachers, fifth grade teachers, and a principal from each elementary school were surveyed for data collection. The survey was developed through extensive research of appropriate strategies for utilization when working with at-risk students. The research conducted in this study found the 0-25% free- and reduced-lunch participants found using specific strategies for at-risk students to be more important than those in the 25%-50% free- and reduced- lunch range. It also found the participants in the 51-75% free- and reduced-lunch range also perceived strategies for at-risk students significantly higher than those in the 26-50% free- and reduced-lunch category. The most overwhelming finding of this study was that of the need for elementary alternative programming. With 100% of the respondents stating that there is a need, only 16% of them reported having an active program for their at-risk students. Society will most likely benefit from providing at-risk students with the services they need at the elementary level; it could possibly lead to higher graduation rates and more productive citizens, which ultimately could save millions of dollars.

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