ith teachers and administrators in designed programs.
A second area critical to defining the research problem and justifying its exploration is to examine why family structure and poverty, race and ethnicity, language, residence, economic displacement, student attendance, school continuation rates, academic performance, involvement in school activities, student behavior, attitudes toward school, need for employment, nature of family support, involvement in out-of-school activities, and involvement with the juvenile justice system were selected as the variables for which to elicit student opinions in relation to grade failure? These variables were selected because they have been repeatedly found to be moderate to strong predictors of school failure across a wide variety of studies (e.g., Manos, 1988; Naylor, 1987). In other words, the findings of ex
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