At-Risk Students :: essays papers

At-Risk Students Historical Overview Overall â€Å"student performance was lower in the early 1900s than it is today, quite possibly because schools felt much less pressure than they do today to achieve equity and excellence among students† (Rossi, 1994, p.4). While many of the challenges schools encountered during the early 20th century are the same challenges in present day schools, they were not addressed back then because they were not a priority. The focus on equity and excellence that has been developed since the turn of the century is worthy of praise (Rossi, 1994, p.4). Throughout much of U.S. history, the separate and unequal schooling of diverse groups has been reinforced. Ethnicity and class have been perhaps the most obvious basis for discrimination, but other student characteristics, such as gender and disability, have also been used to separate students and place them into appropriate courses regardless of their potential or interest (Rossi, 1994). Soon, reform movements, dating back to the 19th century, to provide all students with a common and equal education that cut across differences in class, ethnicity and religion became a focus. Diversity among students including differences in culture, language and socioeconomic stance is not a new trend. The difference, however, is that today, the school system realizes that all students, including those who differ in some way from the "average" student, or those â€Å"at-risk† must be provided with an equal, opportune education (Morris, 1991). Defining Students At-Risk Sometimes, determining when students are at risk can be a difficult task. The term â€Å"at-risk† has been used to describe a particular category of students who, on the basis of several risk factors, are unlikely to graduate from high school (Land, Stringfield, 2002). Yet educators are also confronted with children who have other at-risk conditions. For example, educators will be responsible for working with students who are at risk due to health problems, substance abuse, disabilities, socioeconomic status and other various reasons. These conditions can make students academically at-risk, or in danger of not meeting their educational potential. The use of the term â€Å"at-risk† to describe learners is often controversial and deserves consideration, as the at-risk label can convey a negative connotation. Causes of At-Risk Conditions Determining the cause of at risk conditions can be helpful and can contribute to the development of reform programs. First, school conditions might actually be creating at-risk conditions. â€Å" Inappropriate instruction, competitive learning environments, ability grouping and hostile classroom environments are just a few ways schools contribute to the problem† (Muller, 2001, p.