Pub Date : 2024-08-12DOI: 10.1080/10824669.2024.2388242
Xue Wang, Amanda Neitzel, Nancy Madden
This quantitative study examines the dosage effect of a computer-assisted tutoring approach, Tutoring with the Lightning Squad, on the reading achievement of struggling students. Using a multi-site...
{"title":"Lightning Squad: Assessing the Dosage Effect of Computer-Assisted Tutoring with Cooperative Learning for Struggling Readers","authors":"Xue Wang, Amanda Neitzel, Nancy Madden","doi":"10.1080/10824669.2024.2388242","DOIUrl":"https://doi.org/10.1080/10824669.2024.2388242","url":null,"abstract":"This quantitative study examines the dosage effect of a computer-assisted tutoring approach, Tutoring with the Lightning Squad, on the reading achievement of struggling students. Using a multi-site...","PeriodicalId":501086,"journal":{"name":"Journal of Education for Students Placed at Risk (JESPAR)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142195971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-02DOI: 10.1080/10824669.2024.2342779
Qing Wang, Yu-Yu Hsiao, Carolyn Hushman, Jan Armstrong
This study aimed to examine the effectiveness of dropout intervention programs among K-12 students. A total of 26 empirical studies published between 2010 and 2022 were included, from which 31 effe...
{"title":"The Effectiveness of Dropout Intervention Programs Among K-12 Students: A Meta-Analysis","authors":"Qing Wang, Yu-Yu Hsiao, Carolyn Hushman, Jan Armstrong","doi":"10.1080/10824669.2024.2342779","DOIUrl":"https://doi.org/10.1080/10824669.2024.2342779","url":null,"abstract":"This study aimed to examine the effectiveness of dropout intervention programs among K-12 students. A total of 26 empirical studies published between 2010 and 2022 were included, from which 31 effe...","PeriodicalId":501086,"journal":{"name":"Journal of Education for Students Placed at Risk (JESPAR)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140928839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-27DOI: 10.1080/10824669.2024.2321458
Vanessa Hinton, Margaret Flores, Suzanne Woods-Groves
Rural schools have challenges related to meeting students’ diverse learning needs with limited resources. Implementation of multi-tiered systems of support is one way to use resources efficiently t...
{"title":"The Concrete-Representational-Abstract Integrated Sequence as Supplemental Instruction to Teach Addition","authors":"Vanessa Hinton, Margaret Flores, Suzanne Woods-Groves","doi":"10.1080/10824669.2024.2321458","DOIUrl":"https://doi.org/10.1080/10824669.2024.2321458","url":null,"abstract":"Rural schools have challenges related to meeting students’ diverse learning needs with limited resources. Implementation of multi-tiered systems of support is one way to use resources efficiently t...","PeriodicalId":501086,"journal":{"name":"Journal of Education for Students Placed at Risk (JESPAR)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140004900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-26DOI: 10.1080/10824669.2024.2309371
Matt Fifolt, D. Gurley, Dwayne White
{"title":"How the Magic City Acceptance Academy’s School Environment Creates Conditions to Promote Community","authors":"Matt Fifolt, D. Gurley, Dwayne White","doi":"10.1080/10824669.2024.2309371","DOIUrl":"https://doi.org/10.1080/10824669.2024.2309371","url":null,"abstract":"","PeriodicalId":501086,"journal":{"name":"Journal of Education for Students Placed at Risk (JESPAR)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139594346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-18DOI: 10.1080/10824669.2024.2304306
Sarah Winchell Lenhoff, Jeremy Singer
How much school students attend is a powerful indicator of their well-being and a strong predictor of their future success in school. Prior research has documented the myriad in-school and out-of-s...
{"title":"COVID-19, Online Learning, and Absenteeism in Detroit","authors":"Sarah Winchell Lenhoff, Jeremy Singer","doi":"10.1080/10824669.2024.2304306","DOIUrl":"https://doi.org/10.1080/10824669.2024.2304306","url":null,"abstract":"How much school students attend is a powerful indicator of their well-being and a strong predictor of their future success in school. Prior research has documented the myriad in-school and out-of-s...","PeriodicalId":501086,"journal":{"name":"Journal of Education for Students Placed at Risk (JESPAR)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139561981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-25DOI: 10.1080/10824669.2023.2280071
Sruthi Swami, Matthew Quirk, Jill D. Sharkey
Understanding achievement and discipline trajectories of Latinx students is critical given disproportionate dropout/pushout rates of Latinx students from schools across the U.S. Using a Critical Ra...
了解拉丁裔学生的成就和纪律轨迹是至关重要的，因为拉丁裔学生从美国各地的学校退学/退学率不成比例。
{"title":"A Longitudinal Examination of Latinx Students’ Kindergarten Readiness with High School Achievement and Discipline Violations","authors":"Sruthi Swami, Matthew Quirk, Jill D. Sharkey","doi":"10.1080/10824669.2023.2280071","DOIUrl":"https://doi.org/10.1080/10824669.2023.2280071","url":null,"abstract":"Understanding achievement and discipline trajectories of Latinx students is critical given disproportionate dropout/pushout rates of Latinx students from schools across the U.S. Using a Critical Ra...","PeriodicalId":501086,"journal":{"name":"Journal of Education for Students Placed at Risk (JESPAR)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138494604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-17DOI: 10.1080/10824669.2023.2278047
Ashley A. Grant, D. M. Mac Iver, Vaughan Byrnes, Emily Clark, R. Balfanz, Richard Lofton
{"title":"Combining Restorative Practices with Diplomas Now: Impacts on Practices, Problems, Suspensions, and Chronic Absenteeism","authors":"Ashley A. Grant, D. M. Mac Iver, Vaughan Byrnes, Emily Clark, R. Balfanz, Richard Lofton","doi":"10.1080/10824669.2023.2278047","DOIUrl":"https://doi.org/10.1080/10824669.2023.2278047","url":null,"abstract":"","PeriodicalId":501086,"journal":{"name":"Journal of Education for Students Placed at Risk (JESPAR)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139264809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-26DOI: 10.1080/10824669.2022.2102982
J. Jacob Kirksey, Joseph Elefante
Abstract
Student absenteeism is a persistent concern in K-12 education. Not only are the negative academic and social consequences of excessive absenteeism well documented, but states, districts, and schools are increasingly being held accountable for student attendance. As research indicates that disruptions in students’ learning contexts may exacerbate absenteeism, peer consistency shows promise as a force for improving student attendance. This article examines whether having familiar faces, or consistent classmates from one year to the next, influences student attendance. Using four years of administrative data from a small, urban high school district in California, we find that familiar faces are associated with reduced rates of overall absences, chronic absenteeism, and chronic truancy.
{"title":"Familiar Faces in High School: How Having the Same Peers from Year-to-Year Links to Student Absenteeism","authors":"J. Jacob Kirksey, Joseph Elefante","doi":"10.1080/10824669.2022.2102982","DOIUrl":"https://doi.org/10.1080/10824669.2022.2102982","url":null,"abstract":"<p><b>Abstract</b></p><p>Student absenteeism is a persistent concern in K-12 education. Not only are the negative academic and social consequences of excessive absenteeism well documented, but states, districts, and schools are increasingly being held accountable for student attendance. As research indicates that disruptions in students’ learning contexts may exacerbate absenteeism, peer consistency shows promise as a force for improving student attendance. This article examines whether having familiar faces, or consistent classmates from one year to the next, influences student attendance. Using four years of administrative data from a small, urban high school district in California, we find that familiar faces are associated with reduced rates of overall absences, chronic absenteeism, and chronic truancy.</p>","PeriodicalId":501086,"journal":{"name":"Journal of Education for Students Placed at Risk (JESPAR)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138494603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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