Identifying Academically At-Risk Students Within a Suburban Public High School Professional Learning Community

• In Event: 35.061 - Connections Between Professional Learning Community Leadership and School Improvement

Abstract

Accountability and ownership of learning are no longer educational priorities; instead, academic success is reduced to an API score. A focus on test preparation hinders educators, forcing them to abandon teaching in favor of managing the business of education. This qualitative study explored the relationship of social and behavioral factors that may cause students to be academically at-risk. These students had less than average grades and achieved scores of proficient/advanced on STAR assessments. The research design provided participants the ability to express viewpoints revealing five themes. Research findings indicated the best ways to support educators to assist academically at-risk students included collaboration, awareness of academic responsibility and accountability, increased counseling and school funding, and the development of specific intervention programs.

Author

• Cheryl L Burleigh, University of Phoenix