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Validating a Method to Identify At-Risk Middle School Students for Participation in a Dropout Prevention Program

University of North Carolina, Greensboro

The study investigated the accuracy of identifying middle school students at risk of failing, using data available to teachers by the first 6 weeks of school for 109 seventh grade students within a team grouping of five teachers. Specifically, the study supported the research hypotheses that the components of the at-risk rating method used (a combination of students' grade reports, conduct ratings, absences, disciplinary actions received, and teachers' at-risk rankings) significantly predicted the number of Fs received at the end of 18 weeks, was a stronger predictor of Fs using multiple rather than individual measures, and that such a rating scheme was concurrently valid with an academically at-risk rating generated by a weighted regression prediction equation.

The Journal of Early Adolescence, Vol. 10, No. 2, 209-220 (1990)
DOI: 10.1177/0272431690102007


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				C. S. Browne and J. C. Rife Social, Personality, and Gender Differences in At-Risk and Not-At-Risk Sixth-Grade Students The Journal of Early Adolescence, November 1, 1991; 11(4): 482 - 495. [Abstract]