EFFECTS OF EDUCATIONAL INTERVENTION PROGRAM ON SELF-ESTEEM
OF AT-RISK FIFTH GRADE STUDENTS: A RESEARCH PROPOSAL
At-risk students are typically defined as students who, due to a wide range of personal familial, social, and/or academic circumstances, are likely to leave school prior to their high school graduation. According to a 1983 report issued by the National Commission on Excellence in Education, at-risk students may be identified by one or more of the several factors which operate to put them at risk. The most major of these factors include: (1) academic performance that is two or more years behind grade level; (2) California Achievement Test scores which are below the 25th percentile; (3) non-promotion to higher grades; (4) truancy; (5) learning disabilities; (6) physical, emotional, or mental handicaps or health problems; (7) unstable home environment; (8) poverty; and (9) low self-esteem.
It seems reasonable to suggest that Educational Intervention Programs which operate to remediate one or more of these factors which place students at-risk can be of assistance in reducing the probability of students leaving school prior to their high school graduation. Thus, research which develops and evaluates Educational Intervention Programs for their effects on one or more of the delineated factors plays an important role in the overall effort to promote school success and reduce dropout rates. The problem examined in the proposed study is the evaluation of a developed Educational Intervention Program for at-risk fifth grade students.
The county from which at-risk students are to be drawn to serve as subjects has an Educational Intervention Program for at-risk students in the 7th and 8th grades, a program which has been observed to be successful in elevating students' self-esteem. In the proposed study, this program is to be modified to fit 5th graders. Since the program has not been previously researched for its effec...