Math and At-Risk Students

Page Contents

A      B      C      D      E      F      G      H      J      K      L      M      N      O      P      R      S      T      V      W

A

Adenika-Morrow, T. J. (1995). Building Self-Esteem in At-Risk Minority Youths through a Creative Approach to Teaching Math and Science. Equity & Excellence in Education v28 n3 p32-37 Dec 1995. Describes the theoretical framework and structure of the Teaching Excellence for Minority Student Achievement in the Sciences (TEMSAS) program and presents the outcomes for 483 preadolescent youths, 86% of whom were at-risk of low academic productivity. The paper discusses the program's efforts at building student confidence and academic achievement in the sciences and highlights participant reactions. (GR) Report/ISSN: ISSN-1066-5684 EJ517211

Aldridge, B. G., & Johnston, K. K. L. (1984). A Response to the National Reports. NASSP Bulletin v68 n470 p20-24 Mar 1984. A crisis is observed in the educational gap, most severe in science and mathematics, between specialists and the majority of citizens. Problems discussed include declining enrollments, teacher supply and demand, student achievement, the effect of cumulative advantages on the science and engineering talent pool, and the appropriateness of existing curricula. (MJL) UMI EJ294977

Allen, T. W. (1991). Middle School Dropout Prevention: The STEP Model. Reaching Our Potential: Rural Education in the 90's. Conference Proceedings, Rural Education Symposium (Nashville, TN, March 17-20, 1991); see RC 018 473. Tennessee Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. This paper describes the Summer Training and Education Program (STEP) for at-risk students that combines remedial reading and math instruction, education on responsible sexual attitudes and behavior, and work experience. During two consecutive summers, STEP participants receive 90 hours of remedial instruction in reading and math (Practical Academics), attend Life Skills and Opportunities (LSO) for 18 hours, and work for at least 100 hours on the Summer Youth Employment and Training Program (SYETP) jobs. They are paid minimum wage for a full day, 5 days a week for 6 to 8 weeks. During the school year, STEP youth are individually counseled and tutored, and are involved in STEP group activities. A second summer of work and study is guaranteed to successful first-summer completers who stay in school. Practical Academics uses learning models based on relevant themes, individual instruction, and computer assisted instruction. LSO is a standardized curriculum involving lectures, discussions, field trips, role-plays, films, and guest speakers. LSO focuses on preparing students for the world of work and dealing with sexual development, feelings, and behavior. Under the School Year Support component of the program, each participant is assigned an advocate who telephones and meets with the participant at least twice a month. Test results show that students in the 23 STEP sites that began operation in 1990 significantly boosted academic competence during their first summer in STEP. (KS) ED342560

Amos, N. N., & Waters, G. G. R. (1985). A Nation at Risk: The Imperative for Effective Communication? Journal of Business Education v60 n5 p184-87 Feb 1985. This article pursues the impressions of practicing personnel management people concerning the achievement of recent graduates entering the job market in certain competency areas. The authors develop a skills profile of graduating students and compare it with skills desired by employers. (CT) UMI EJ314794

Anandam, K., & Others, A. (1991). Project SYNERGY: Software Support for Underprepared Students. Software Implementation Report. Florida Available in paper copy and microfiche. EDRS Price - MF01/PC04 Plus Postage. Miami-Dade Community College's (MDCC's) implementation and assessment of computer software as a part of Project SYNERGY, a multi-institutional project funded by the International Business Machines (IBM) Corporation designed to seek technological solutions for helping students underprepared in reading, writing and mathematics, is described in this report. An Introduction by Kamala Anandam provides an overview of the project, focusing on its implementation model and the role of faculty. After the electronic classroom and the four applications software utilized are described, faculty case studies, which comprise the bulk of the report, are presented. The case studies include: (1) "Use of PLATO Programmed Logic for Automated Teaching Operations for Reading," by Daisy Walker; (2) "Use of CSR (Computer Systems Research, Inc.) for Reading" By Gabriel Read; (3) Use of PLATO for Writing," by William Tillett; "Use of CSR for Writing," by Elaine Ludovici; (5) "Use of Realtime Writer for Writing," by Linda Tixier and Ivonne Lamazares; (6) "Use of PLATO for Math," by Bill Hajdukiewicz; (7) "Use of CSR for Math," by Carl Babski; and (8) "Using CSR for Math," by Don Orr. Each case study includes descriptions of the course in which the software is used, the students, the software, the study design and monitoring activities, providing student outcomes, and recommendations. Next, four M-DCC administrators, Victor Nwankwo, Ed Eisel, Jeffrey Lukenbill, and Gregg Sharp, offer their perspectives on Project SYNERGY. Finally, Michaela Segall provides an overview of the implementation by M-DCC's Department of Basic Communication Studies of holistic evaluation of student writing as an exit requirement. (JSP) ED345803

Ashworth, K. P. (1990). Math and Science: A Nation Still at Risk. Principal v69 n3 p15-17 Jan 1990. NAEP (National Assessment of Educational Progress) assessments indicate obvious discrepancies between the level of math taught in school and what students can do. NAEP science results show that performance on moderately complex tasks has remained virtually unchanged for almost a decade. Schools must do better. Includes three references (MLH) UMI EJ402335

B

Backhouse, J. K. (1989). Better Mathematics for Low Attainers. Educational Studies in Mathematics v20 n1 p105-10 Feb 1989. Described is the work of the Low Attainers Mathematics Project which has produced the report "Better Mathematics." The methodology for the report is described. Some remarks for bringing about large scale changes in teaching methods through research are included. (Author/MVL) EJ391262

Barwick, M. A., & Siegel, L. L. S. (1996). Learning Difficulties in Adolescent Clients of a Shelter for Runaway and Homeless Street Youths. Journal of Research on Adolescence v6 n4 p649-70 1996. Examined prevalence of arithmetic and reading difficulties in adolescents at a homeless/runaway shelter. Found that 52% had reading disability, 28.5% had arithmetic/written work difficulty, and 19.5% were achieving normally. Also found that groups did not differ in reported history of such things as substance abuse, maltreatment, court involvement, and school experiences. (EV) Report/ISSN: ISSN-1050-8392 EJ534650

Bengis, L., & Others, A. (1991). SEEK and College Discovery Summer Programs: Prefreshman, English-As-A Second Language, Postfreshman, and Science, Mathematics & Technology Institutes. 1990 Evaluation Report. New York Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. This study evaluates four summer programs (two prefreshman programs, one postfreshman program, and a Science, Mathematics, and Technology Institute) designed to assist at-risk college students in the City University of New York. Section I describes the two prefreshman programs: (1) the SEEK and College Discovery Prefreshman Summer Program, which provides 6 weeks of basic skills instruction in reading, writing, and mathematics; and (2) the SEEK English-As-A Second Language Prefreshman Summer Program, which offers 6 weeks of intensive English as a Second Language instruction. Using course completion and fall registration rates and pretest and posttest scores as evaluation measures, both programs were found to be effective. Section II describes the evaluation of the 1990 Postfreshman Summer Program, which is designed to meet the needs of continuing students who had encountered difficulty or had not yet met minimum university skill standards. Pretests and posttests, completion rates, and a student survey found high rates of completion and increased score levels especially in reading and mathematics. Section III presents the findings of the evaluation of the 1990 Summer Science, Mathematics, and Technology Institute. Completion rates and testing results indicate that this program made a significant contribution in preparing students for more advanced college-level mathematics and science courses. The high completion rates especially attest to its effectiveness. Included are 12 graphs, two data tables, and six references. (JB) ED340801

Berenson, S. B., & Others, A. (1992). The At-Risk Student in College Developmental Algebra. School Science and Mathematics v92 n2 p55-58 Feb 1992. Reported is a two-part study to identify factors that contribute to student success in a remedial mathematics course for first-year college students. Data from 263 students testing into remedial algebra was collected on 3 academic variables, 2 affective variables, and class attendance. Multivariate analysis results failed to find moderate correlation between the six variables, suggesting no predictive model exists. (MDH) UMI Report/ISSN: ISSN-0036-6803 EJ446406

Betters, E. B. (1991). Alternative Curriculum for Student-at-Risk: Integrating State Minimum Skills for Math and Communications. Florida Available in paper copy and microfiche. EDRS Price - MF01/PC04 Plus Postage. A curriculum was developed for 18 at-risk students at the fourth grade level, integrating state minimum skills for math and communication. The goal was to teach basic skills and critical thinking skills (CTS), and to see an increase in motivation, self-esteem, and student attendance through a hands-on project of building a dollhouse and its furniture. Results indicated that the three-phase program of four weeks, five weeks, and three weeks respectively, showed an increase in all areas addressed. (Four tables of data are included. Extensive appendixes include past reading scores, pre and post test results, student' examples, self-esteem and attitude survey, CTS checklists, list of skills which may be incorporated into the program, and comments from individuals involved. Seventeen references are attached.) (PRA) ED333502

Bittner, J. (1995). Title I Team Teaching to Deliver In-Class Services. Teaching and Change v3 n1 p38-51 Fall 1995. Describes a Title 1 classroom model that required one day per week of team teaching all students by the regular classroom teacher and Title 1 staff. The remaining four days could involve a standard pull-out or other type of service delivery system. The article explains how the program correlates to the new reauthorization laws. (Author/SM) UMI Report/ISSN: ISSN-1068-378X EJ520871

Blank, R. K., & Engler, P. (1992). Has Science and Mathematics Education Improved since "A Nation At Risk"? Trends in Course Enrollments, Qualified Teachers, and Student Achievement. Science and Mathematics Indicators Project. District of Columbia Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Council of Chief State School Officers, One Massachusetts Avenue, N.W., Suite 700, Washington, DC 20001-1431 ($2.00 per copy, prepaid). This paper draws on new data from four recent surveys, and outlines national and state indicators on three key questions concerning progress in science and mathematics education: (1) Are students receiving more instruction in science and mathematics now than 10 years ago? (2) Has the supply of qualified teachers in science and mathematics improved? and (2) Are students learning more science and mathematics? Data and findings from the national transcript studies of high school graduates conducted by the National Center for Education Statistics (NCES), the National Assessment of Education Progress (NAEP) assessments in science and mathematics, the Council of Chief State School Officers' State Indicators of Science and Mathematics Education, and the NCES Schools and Staffing Survey were used to address these questions. The analyses show that some improvements have been made in all three areas. High school course enrollments in science and mathematics have risen significantly. Scores on the NAEP science and mathematics assessments have increased since 1982, particularly for students at ages 9 and 17; however, the level of student proficiency is still too low. In mathematics, U.S. students score below the level of proficiency that is expected for their age and grade level. There is wide variation by state in course enrollments and student achievement. Most states have not experienced shortages of science and mathematics teachers but this general picture can mask shortages of teachers with strong preparation in science and mathematics as well as greater teacher shortages in school with more poor and minority students. (45 references) (KR) ED342679

Blank, R. K., & Engler, P. (1992). Has Science and Mathematics Education Improved since "A Nation At Risk?". ERS Spectrum v10 n2 p18-26 Spr 1992. Students are taking more science and mathematics courses in high schools, and the data suggest that state policies are related to the increased enrollments. State graduation requirements have had limited success in increasing study of more advanced science and mathematics. NAEP proficiency scores for 17 and 19 year olds have increased significantly since 1982. (23 references) (MLH) Report/ISSN: ISSN-0740-7874 EJ444364

Bolge, R. D. (1995). Examination of Student Learning as a Function of Instructor Status (Full-Time versus Part-Time) at Mercer County Community College. New Jersey Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. A study was conducted at Mercer County Community College in Trenton, New Jersey, to determine whether there was any significant difference in the amount of learning attained by students who received instruction from full-time and part-time faculty members. Two independent samples of 50 students each were randomly drawn from the population of 637 students enrolled in Basic Mathematics course sections in fall 1994. Group I was taught by full-time faculty, and group II was taught by part-time faculty. All sections and students in the sections were given number designations. Based on students' pre- and post-test scores on the mathematics subtest of the New Jersey College Basic Skills Placement Test (NJCBSTPC), the study found no significant difference between the amount of learning of students taught by full-time and part-time faculty. Group I had a mean posttest score on the NJCBSTPC of 177.8400, with a standard deviation of 4.186, while group II had a mean score of 177.9800, with a standard deviation of 3.514. (Contains 44 references.) (KP) ED382241

Bosch, K. A., & Bowers, R. R. S. (1992). "Count Me in, Too": Math Instructional Strategies for the Discouraged Learner. Clearing House v66 n2 p104-06 Nov-Dec 1992. Describes discouraged learners, and discusses how to work with them effectively in mathematics instruction. (SR) UMI Report/ISSN: ISSN-0009-8655 EJ465230

Brickle, & Woodrow, I. (1990). Improving the Problem Solving Skills of At-Risk High School Mathematics Students through Cooperative Work Groups and Computer-Assisted Instruction. Georgia Available in paper copy and microfiche. EDRS Price - MF01/PC04 Plus Postage. The negative impact of low attendance and the lack of effective, alternative classroom learning strategies are factors that mitigate against student interest and success in mathematics, particularly with respect to inner-city at-risk students. The goal of this practicum was to improve the problem-solving skills of a group of 50 alternative high school students by strengthening these students' appreciation of and interest in mathematics, by increasing students' schedule of attendance in scheduled mathematics classes, and by improving students' performance on the school's standardized basic skills test in mathematics. For a period of three months, computers, manipulatives, cooperative groups, and Socratic questioning in the mathematics classroom were used to address a variety of learning preferences. No measurable differences could be noted from the pre- and post-test interest survey responses. However, improved student performance and documented increases in class attendance suggest that the design of mathematics instruction to accommodate differences in students' learning preferences is an effective strategy for addressing the unique needs of the at-risk alternative high school student. The report includes 28 references and the student and teacher questionnaires. (JJK) ED332874

Bruder, I., & Others, A. (1992). School Reform: Why You Need Technology to Get There. Electronic Learning v11 n8 p22-28 May-Jun 1992. Reviews five goals currently on the national agendamath reform, increasing the high school graduation rate, literacy, science reform, and early childhood interventionand provides an example of how a specific school is using technology to address each one of these goals. Sidebars describe several additional special programs involving technology. (LAE) UMI Report/ISSN: ISSN-0278-3258 EJ447583

Bryan, T., & Bryan, J. (1991). Positive Mood and Math Performance. Journal of Learning Disabilities v24 n8 p490-94 Oct 1991. In two studies involving 18 secondary-level students with learning disabilities and 32 elementary-level at-risk African-American and Hispanic students, it was found that students exposed to positive-mood induction completed more math problems accurately than control children, and the secondary-level experimental students expressed greater self-efficacy for math than controls did. (Author/JDD) UMI Report/ISSN: ISSN-0022-2194 EJ437715

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Campbell, F. A. (1996). Family Factors Associated with High and Low Reading and Mathematics Scores in Children from Low Income Families. North Carolina Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Home environments have been linked to cognitive development and academic performance, with suggestions that family factors exert more influence on language and literacy learning than on mathematics achievement. This study's purpose was to learn how selected family factors might be differentially related to primary grade achievement in reading and mathematics in children from low-income families. Family factors were contrasted in first graders who scored in the highest and lowest quartile on Woodcock-Johnson tests of reading and mathematics. Participants were 167 children from low-income families (80% were African American) in a Head Start Transition Demonstration program, which provides low-income families with elementary school children the same support as received in Head Start. Children who did well in reading were from homes with higher scores on the Home Screening Questionnaire, were from smaller families, had better educated mothers, and were rated as more healthy. Children who did better in math were from families who scored high on the questionnaire and tended to have more contact with their fathers. Regression analyses indicated that transition treatment interacted with family size and showed a trend toward interacting with the questionnaire scores to predict reading scores summed across kindergarten and first grade. Treatment interacted with maternal education to predict similarly summed mathematics scores. Quality of the home environment independently predicted math scores. The conclusion was that children's learning is heavily influenced by home environment. Contains 26 references. (Author/BGC) ED400063

Carmine, J. (1990). Kindergarten Education and the Reading, Language and Mathematics Achievement of First Graders. Illinois Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. This study examined the effect of prekindergarten attendance on first graders' academic achievement. A literature review reported the results of other studies on the effects of early educational experiences, such as Head Start, on at-risk students' elementary school achievement. In general, these studies indicated that early educational intervention increased cognitive gains in the primary grades, but these gains were not sustained in the upper grades; that motivational and attitudinal gains from early intervention were sustained through later formal schooling; and that students from poverty areas demonstrated greater gains than did middle class children. In the present study, the Comprehensive Test of Basic Skills was administered in April of the school year to 53 first-grade students of predominantly middle to low socioeconomic class. Of these students, 10 had attended a developmental prekindergarten; the rest had not. Results indicated that there was no difference in the reading, language, and mathematics achievement between the two groups. A list of 11 references is included. (BC) ED341454

Caughy, M. O. B. (1996). Health and Environmental Effects on the Academic Readiness of School-Age Children. Developmental Psychology v32 n3 p515-22 May 1996. Examined how health and environmental risk affected mathematics and reading readiness among 867 5- and 6-year-old children from the National Longitudinal Survey of Youth. Interaction analysis indicated that child morbidity was predictive of poor mathematics performance only for children from impoverished homes. (MDM) UMI Report/ISSN: ISSN-0012-1649 EJ526418

Chavkin, N. F. (1996). Social Work and Mathematics: Strange Bedfellows or Productive Partners? Clearing House v69 n6 p327-29 Jul-Aug 1996. Describes a program to improve mathematical skills of off-track students through a partnership among a university, public school, local telephone company, and the community (including families and social agencies). Shows significant improvements in students' academic achievement, and notes that all of the teachers felt the social work aspect had a large impact on some of their students. (SR) Report/ISSN: ISSN-0009-8655 EJ540670

Conner, T. J. (1990). Learning To Program in BASIC through the Use of Graphics. New York Available in paper copy and microfiche. EDRS Price - MF01/PC08 Plus Postage. Many organizations and experts in the field of mathematics education have recommended the inclusion of technology and, more specifically, computer programing within the course of study for the teaching of school mathematics. The incorporation of these recommendations with respect to the teaching of remedial mathematics poses a problem, since students, who have demonstrated difficulties with arithmetic in the past, tend to find the process of programing very much more difficult due to its abstract nature. This project details an examination of a computer-based mathematics learning activity for low-achieving and/or at-risk 10th, 11th, and 12th grade inner-city students (n=14). Following the procedural outline of the Instructional Systems Design Model, the project makes use of the BASIC Programing Language, along with supplementary materials, to foster the motivation necessary for the students to reach the project's objective, precisely that each student create a program that will produce a graphic image which is a reflection of what that student had planned. This report includes the following chapters: (1) an introduction detailing background, rationale, purpose, definitions, assumptions, limitations, and methods; (2) an analysis of student needs, instructional goals, previous literature, existing course materials, and a developmental plan; (3) the design of task analysis, instructional objectives, and assessment specifications; (4) the schema for learning activity development and review; (5) the plan for implementation of materials for instruction and data collection; (6) a summary of methods and procedures, conclusions, and recommendations; and (7) 11 appendices which include the student survey, the task analysis form, the project plan outline, the performance objectives, the instructional strategy, the instructional materials, the evaluation materials, specific high school lesson plans, evaluation results, improved instructional and evaluation materials, and an instructional materials locator. The foremost result was that students involved in the project displayed significant improvement in attendance patterns, which result directly manifested itself in an overall improvement in assignment completion, as well as moderate increases in achievement levels. (19 references) (JJK) ED338484

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Dean, J. W., & Williams, H. H. G. (1993). Project PRIMEMeeting Great Expectations. NASSP Bulletin v76 n549 p1-8 Jan 1993. Algebridge, the first phase of a University of Arizona project (PRIME) to promote higher education among minority middle school students, makes algebra more accessible by smoothing students' transition to abstract thinking and pinpointing potentially frustrating concepts. The program helps at-risk youngsters dispel their fear of math and clear the first major hurdle for college-bound students. (MLH) UMI Report/ISSN: ISSN-0192-6365 EJ457247

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Elliott, A., & Hall, N. (1990). An Evaluation of Computer Based Activities in an Early Intervention Program. A Report to the Early Special Education Program. Australia; New South Wales Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. This study investigated ways of using computer-based learning activities to complement curriculum practices in preschool programs with an early intervention component through the use of computer-based learning activities. Particular attention was given to supporting the development of young children's early mathematical skills. The study took place in a preschool center in the Illawarra region of New South Wales that served at-risk children and families in crisis. The focus of the study was on teaching methodologies and learner experiences that were likely to develop the skills necessary for successful integration into formal schooling. Participants were 11 students (6 in the experimental group and 5 in the control group) who had difficulty in using language fluently and effectively in a range of situations; were unable to persevere with tasks and activities; lacked purposefulness, imagination, and variety in play; lacked initiative; and lacked normal social skills and emotional maturity. Children in the experimental group took part in 7-12 sessions at a computer over a 6-8 week period. Total computer time ranged from 140 to 240 minutes. Paired control group subjects had access to nonmathematical computer-based activities. Findings indicated that experimental group subjects gained dramatically and significantly in mathematical skills and understanding. Appendices include the pretest and posttest, descriptions of software used in the study, and criteria for evaluating early childhood software. (RH) ED323028

Engelmann, S., & Others, A. (1991). Making Connections in Mathematics. Journal of Learning Disabilities v24 n5 p292-303 May 1991. Shortcomings of mathematics curricula are described and research on the use of sameness analysis with learning-disabled and at-risk students is outlined. The paper then illustrates how to teach addition-subtraction and multiplication-division relationships and their interrelationships in the context of solving word problems in mathematics. (Author/JDD) UMI Report/ISSN: ISSN-0022-2194 EJ429943

Enright, B., & Others, A. (1992). Helping Mainstreamed Students Develop Successful Test-Taking Skills. Diagnostique v17 n2 p128-36 Win 1992. Fourth grade and fifth grade mainstreamed and at-risk students, who were offered systematic review of content and practice to become comfortable with achievement test formats and timed situations during mathematics instruction, scored significantly higher than control students on three measures on a mathematics achievement test. (Author/JDD) UMI Report/ISSN: ISSN-0737-2477 EJ452892

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Falkowsky, C. (1993). Bilingual Russian Academic and Career Educational Services (Project BRACES). Final Evaluation Report, 1992-93. OREA Report. New York Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Contract no.: T003A20290. Bilingual Russian Academic and Career Educational Services (Project BRACES) is a federally-funded program serving 141 native Russian-speaking, limited-English-proficient (LEP) students in one Brooklyn (New York) high school in 1992-93, its first year of operation. Students were recent immigrants of the former Soviet Union who were generally working on grade level in the subject areas, but were in danger of dropping out because of limited English skills and differences in educational systems. Students received instruction in English as a second language (ESL), native language arts (NLA), mathematics, science, social studies, career awareness, employment skills, English survival skills, and computer use. Staff development, parent involvement and educational activities, curriculum development, and provision of academic, cultural, and social support services were also important program components. The program met its objectives for NLA, content area courses, computer skills, vocational courses, English survival skills, career awareness/employment skills, dropout prevention, attendance, and curriculum development. It did not quite meet its ESL objective. Recommendations for program improvement include making the ESL objective more realistic and expanding parent involvement services. (Author/MSE) ED370401

Fantuzzo, J. W., & Others, A. (1992). Effects of Reciprocal Peer Tutoring on Mathematics and School Adjustment: A Component Analysis. Journal of Educational Psychology v84 n3 p331-39 Sep 1992. The relative impact of structured peer learning and group reward components of a reciprocal peer tutoring intervention on mathematics performance of 64 academically at-risk students in grades 4 and 5 was examined. Results indicate additive and distinctive effects of both components, with the highest gain for the component combination. (SLD) UMI Report/ISSN: ISSN-0022-0663 EJ452403

Fantuzzo, J. W., & Others, A. (1995). Effects of Parent Involvement in Isolation or in Combination with Peer Tutoring on Student Self-Concept and Mathematics Achievement. Journal of Educational Psychology v87 n2 p272-81 Jun 1995. Urban at-risk elementary school students (n=72) who experienced both parent involvement (PI) and reciprocal peer tutoring interventions or the PI intervention alone reported higher self-concept and greater gains in mathematics achievement than students in practice control conditions. (SLD) UMI Report/ISSN: ISSN-0022-0663 EJ509338

Farmer, B., & L., C. (1993). Dissertations in the Field of Developmental Education. A Selected Annotated Bibliography. Louisiana Available in paper copy and microfiche. EDRS Price - MF01/PC04 Plus Postage. This annotated bibliography contains abstracts of 36 dissertations on developmental education at the postsecondary level. Citations are listed alphabetically by author and range in date from 1985 through 1992. Substantial descriptive abstracts are provided for each citation. (DB) ED363248

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Gates, J. D. (1984). A Response to the National Reports. NASSP Bulletin v68 n470 p13-15 Mar 1984. The director of the National Council of Teachers of Mathematics reviews proposals for surmounting a crisis in mathematics education that were made in "An Agenda for Action: Recommendations for School Mathematics of the 1980's" and have been incorporated into recent task force reports. The need for national leadership is highlighted. (MJL) UMI EJ294974

Gill, S., & Reynolds, A. A. J. (1996). Role of Parent Expectations in the School Success of At-Risk Children. Pennsylvania Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. This study explored the relationship of parents' educational expectations to the academic achievement of inner-city children at risk of school failure. A group of 745 sixth-grade African American children, who had complete information on parent variables and child outcome measures, were selected from a larger data set from the Chicago Longitudinal Study investigating the academic adjustment of 1,539 children. These children from low-income families graduated from Chicago's government-funded kindergarten program in 1986, and were comparable to the original sample on sex, parent education, and socioeconomic status. Parents reported educational expectations for their children's future success on a 7-point Likert scale in 1990-1992, when children were in grade 4-6. Children reported their perceptions of parent expectations during the same period. The child outcome measures were reading and mathematics achievement scores on the Iowa Tests of Basic Skills measured in 1992. Results indicated that parent expectations were moderately correlated with children's educational achievement for math and reading. Parent expectations added significant variance to reading and math achievement. Children's perceptions of parent expectations also added significant variance to reading and math achievement. Parent expectations had a substantial direct effect on grade six reading and math achievement. Children's perceptions of parent expectations also had significant direct effect on both the outcomes. (KDFB) ED401019

Goolsby, C. B., & Others, A. (1987). Factors Affecting Mathematics Achievement in High Risk College Students. Georgia Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. This study investigated the relationship of several affective variables as predictors of academic performance in mathematics. The predictor variables studied were: (1) attitude toward success in mathematics; (2) confidence in learning mathematics; (3) perceptions of teacher attitude; (4) mathematics anxiety; and (5) locus of control. The sample of students studied were from a population who were denied regular admission to a large southern state university because they did not meet minimum admission standards. The students were conditionally admitted and enrolled in a developmental algebra course. The high school grade point average and the Scholastic Aptitude Test-Quantitative score were also used as predictors in order to provide a standard by which to compare the predictive efficiency of the affective variables. The dependent variable was the student's course grade in the first quarter. Results indicated that of the affective variables, a new variable created by averaging the level of confidence score and the mathematics anxiety score was the best predictor of mathematics performance. (Author/TW) ED283684

Goolsby, C. B., & Others, A. (1988). Factors Affecting Mathematics Achievement in High Risk College Students. Research & Teaching in Developmental Education v4 n2 p18-27 Spr 1988. Examines attitudinal variables (e.g., math anxiety, attitude toward success), locus of control, high school grade point average (HSGPA), and Scholastic Aptitude Test Quantitative (SATQ) scores as predictors of first-quarter grades in a developmental mathematics course. Reports that HSGPA, SATQ, and self-confidence were significant predictors of success. Notes gender-based differences. (PAA) Report/ISSN: ISSN-1046-3364 EJ415367

Gore, K. (1991). Computers and Thinking Skills: The HOTS Program (DISKovery). Language Arts v68 n2 p153-58 Feb 1991. Describes the Higher Order Thinking Skills (HOTS) computer program developed at the University of Arizona. Explains that HOTS attempts to build thinking skills, encourage self-confidence, and improve standardized test scores, especially in reading and mathematics, among at-risk students in grades four through seven. (SG) UMI Report/ISSN: ISSN-0360-9170 EJ421175

Gose, B. (1995). 60's Program Lives On at Brandeis. Chronicle of Higher Education v41 n19 pA43-44 Jan 20 1995. Founded in 1968, the Transitional Year Program at Brandeis University (Massachusetts) continues to offer intensive remedial math and English for students who might not be admitted to college otherwise. The tuition-free program has been highly successful in turning mediocre high school performance into college achievement. Most participants are minority group members. (MSE) UMI Report/ISSN: ISSN-0009-5982 EJ497817

Green, P., & Scott, L. (1995). "At-Risk" Eighth-Graders Four Years Later. Statistics in Brief. District of Columbia Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Report/ISSN: NCES-95-736. The early identification of students at risk of school failure and the development of strategies to improve their chances of success in school are important topics for researchers, policy makers, and educators. This report examines high school outcomes and determines, through data from the National Education Longitudinal Study of 1988, if any outcomes are related to risk factors that can be identified at the beginning of high school. "At-risk eighth-grade students were identified as those who: live in single-parent families; have family incomes of less than $15,000; have an older sibling who has dropped out; have parents who did not finish high school; have limited proficiency in English; or are at home without adult supervision more than three hours a day. About 26% of eighth graders nationally major finding is that of students identified as having multiple risk factors in eighth grade, only 60% graduated from high school on time, compared with 90% of students with no risk factors. Sixty-five percent of students with multiple risk factors failed to complete a basic sequence of high school courses. At-risk students were more likely to test poorly in mathematics, and they were more likely to report getting into trouble at school. Students with multiple risk factors in eighth grade were also more likely to have a child in 1992. Four figures and three tables present study findings. A brief appendix discusses methodology. (Contains eight references.) (SLD) ED386496

Greenwood, C. R. (1991). Classwide Peer Tutoring: Longitudinal Effects on the Reading, Language, and Mathematics Achievement of At-Risk Students. Journal of Reading, Writing, and Learning Disabilities International v7 n2 p105-23 Apr-Jun 1991 . This article illustrates how classwide peer tutoring (CWPT) is used to orchestrate classroom processes related to gains in at-risk students' academic performance. The article discusses such classroom process variables as engaged time, success rate, monitoring, and questioning, and reviews CWPT's effectiveness in relation to each variable. (Author/JDD) Report/ISSN: ISSN-0748-7630 EJ431377

Gronlund, L., & E., E. (1993). Striving for Excellence: The National Education Goals. Volume II. Maryland Available in paper copy and microfiche. EDRS Price - MF01/PC04 Plus Postage. Contract no.: RR9202400. This document consists of 39 ERIC Digests, which are two-page research syntheses written by each of the 16 Clearinghouses that form the Educational Resources Information Center (ERIC) System. The digests describe issues, exemplary programs and promising practices, and research results related to the National Education Goals, a framework for action originally adopted in 1990. The introductory digest, "Understanding the National Education Goals," describes where America currently stands in relation to achieving the Goals. Background information, such as why and how the Goals were developed and the federal government's new focus, is also covered. The next three digests describe the roles that librarians, teacher educators, and counselors (respectively) play in regard to supporting and accomplishing the Goals. The remaining digests are grouped into six sections that specifically address each Goal: Goal 1Readiness for School; Goal 2High School Completion; Goal 3Student Achievement and Citizenship; Goal 4Science and Mathematics; Goal 5Adult Literacy and Lifelong Learning; and Goal 6Safe, Disciplined, and Drug-Free Schools. (LMI) ED363932

Gross, S. (1993). Early Mathematics Performance and Achievement: Results of a Study within a Large Suburban School System.

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Hartman, J. (1989). Identifying High School Students Likely To Fail a Minimum Competency Test in Mathematics Required for Graduation. Florida Educational Research Council Research Bulletin v21 n3 Win 1989 Florida Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Florida Educational Research Council, P.O. Box 506, Sanibel, Florida 33957 ($3.00 per individual copy, 10% discount on orders of 5 or more, prepayment required on orders less than $20.00. $10.00 for annual subscription.). In the State of Florida, the percentage of tenth grade students passing the Statewide Student Assessment Test-Part II (SSAT-II) Mathematics has declined one or two percentage points each year since 1985. Early, accurate identification and placement of these students for remedial instruction should help reverse this Florida trend. Accurate identification of these students, however, has proved to be challenging. The main purpose of this study was to determine the best combination of predictor variables that will enable educators to identify students who are likely to fail a minimum competency test in mathematics. Students included in the study were from a large urban school district. An ex post facto design and a stepwise discriminant analysis procedure were used to analyze the cognitive, biological, and school-related predictor variables selected for the study based on theory as well as the availability of valid, reliable measures. The best combination included four variables and accurately classified 88 percent of the students who failed the SSAT-II Mathematics. (Author/MH) ED341544

Heller, L. R., & Fantuzzo, J. J. W. (1993). Reciprocal Peer Tutoring and Parent Partnership: Does Parent Involvement Make a Difference? School Psychology Review v22 n3 p517-34 1993. Examined Reciprocal Peer Tutoring (RPT) and parent involvement interventions on mathematics achievement of academically at-risk fourth and fifth graders (n=84). Found that students who received RPT plus parent involvement displayed higher levels of accurate mathematics computations than either RPT Only or control students and that students in RPT Only condition had higher scores than control students. (Author/NB) UMI Report/ISSN: ISSN-0279-6015 EJ486050

Henderson, R. W. S., & John, L. (1997). Thematically Integrated Middle School Mathematics: A School-University-Business Partnership. California Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. Contract no.: R117G10022. This report examines the accomplishments of a collaborative project to enhance student learning and motivation in mathematics in a middle school serving a changing population of students, the majority of whom are Latino. The partnership joined together the mathematics teachers and site administrator of the school, university mathematicians and educational researchers, and the management and workers from a research-and-development-oriented electronics firm. The partners in the project believed that a thematic approach to mathematics instruction might address a number of the hypothesized causes of low achievement. Results suggest that the project school is doing an especially effective job at the seventh grade level. All students showed improvement against the national norms regardless of mathematics curriculum. Eighth grade data were less encouraging but the students who were taught using a thematic curriculum held their own against the national norms. Students in the thematic class scored better on the Mathematics in Manufacturing criterion test that sampled material covered in a manufacturing unit. Contains 33 references. (PVD) ED409187

Henderson, R. W., & Landesman, E. E. M. (1992). Mathematics and Middle School Students of Mexican Descent: The Effects of Thematically Integrated Instruction. Research Report No. 5. California Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Dissemination Coordinator, National Center for Research on Cultural Diversity and Second Language Learning, Center for Applied Linguistics, 1118 22nd Street, N.W., Washington, DC 20037. Contract no.: R117G10022. This paper reports the effects of thematically integrated mathematics instruction on achievement, attitudes, and motivation in mathematics among middle school students of Mexican descent. A school-university collaborative effort led to the development and testing of a thematic approach undertaken as a means of contextualizing instruction for students considered to be at risk for school failure. Instruction relied heavily on small collaborative learning groups and on hands-on activities designed to help students make real-world sense of mathematical concepts. As hypothesized, experimental and control students made equivalent gains in computational skills, but experimental students (who received thematic instruction) surpassed controls in achievement on mathematical concepts and applications. The two programs did not have a differential effect on students' attitudes toward mathematics or self-perceptions of motivation in mathematics, but motivational variables did predict achievement outcomes for both groups. Issues related to the opportunity to learn the full range of mathematics content of the curriculum within a thematic approach are examined. (Contains over 50 references.) (Author) ED355117

Henderson, R. W., & Landesman, E. E. M. (1995). Effects of Thematically Integrated Mathematics Instruction on Students of Mexican Descent. Journal of Educational Research v88 n5 p290-300 May-Jun 1995. Reports a college-school project that examined the effects of thematically integrated mathematics instruction on Mexican American middle school students' mathematics achievement, attitudes, and motivation. Students receiving thematic instruction surpassed traditionally instructed students on mathematics concepts and applications. The two programs did not have differential effects on attitudes toward mathematics. (SM) UMI Report/ISSN: ISSN-0022-0671 EJ517087

Henriksen, Melvin, E., Wagon, & Stan, E. (1991). Reliability, Recursion, and Risk. American Mathematical Monthly v98 n10 p937-47 Dec 1991. The discrete mathematics topics of trees and computational complexity are implemented in a simple reliability program which illustrates the process advantages of the PASCAL programing language. The discussion focuses on the impact that reliability research can provide in assessment of the risks found in complex technological ventures. (Author/JJK) UMI EJ443594

Higbee, J., & Dwinell, P. (1996). Correlates of Self-Esteem among High Risk Students. Research and Teaching in Developmental Education v12 n2 p41-50 Spr 1996. Examines the relationship between self-esteem and affective variables (such as, text anxiety, mathematics anxiety, and academic autonomy) used to predict success among high-risk students. Indicates that significant positive correlations were found between self-esteem and academic autonomy, lifestyle choice, and interpersonal relationships. Provides strategies for overcoming low student self-esteem. (36 citations) (MAB) Report/ISSN: ISSN-1046-3364 EJ526388

Higbee, J., L., E., Dwinell, P., & L., E. (1994). Fountains of Opportunity. National Association for Developmental Education Annual Conference Proceedings (18th, Kansas City, Missouri, March 2-6, 1994). Illinois Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. This proceedings publication addresses issues in developmental education at the postsecondary level. Papers are: "Public Relations: Making Videos to Promote Your Program" (Carol H. Bader and Kathy Liles); "Winning Strategies Through Individualized Learning in the Success Center" (Deanna L. Culbertson and Phillip C. Johnson); "Implementing Holistic Approaches in the Community College Reading Center" (Andra L. Dorlac); "Instructional Strategies to Promote Motivation of Developmental College Students" (Margaret Drew); "Integrating Teacher/Student Learning Preferences With Effective Note-Taking" (Dorothy H. Fancher); "A Teaching Excellence Program for Developmental Education" (Christine Hall et al.); "Your Teaching Experiences and Students With Disabilities" (Bonnie MacLean Hodge and Jennie Preston-Sabin); "Transition to College: Leveling the Playing Field" (Marjorie L. Illingsworth and Ronald D. Illingsworth); "Effective Writing Conferences: Teaching and Learning, One to One" (Margaret Kantz et al.); "Opportunity for Developmental Faculty: Videotape Project on Collaborative Learning" (Cathy W. Leist et al.); "Beyond the 3 Rs: Fostering Student Responsibility" (Patricia McClure and Barbara Henry); "Developing Visualization and Spatial Skills" (Jan Melancon); "MBTI Learning Style Preferences and Mathematics Instruction Methods" (Dorothy C. Newman and Charlotte Matthews); "Humor in the Mathematics Classroom? But Seriously" (Chuck Nicewonder); "Establishing a Training Program for Learning Assistants" (Gary M. Parilis and Bob Nelson); "Adult Literacy Models: Incorporating Creative and Critical Thinking Development" (Emily Miller Payne and Barbara G. Lyman); "On Seeing Black Through Both Blue and Brown Eyes" (Patricia T. Price et al.); "The Role of Institutional Support in Developmental Student Retention" (Ruth Salter and Ann Gray Noblett); "Producing and Utilizing Multicultural Videos in Developmental Writing" (Jaime Sanchez and Annette Sanchez); and "Successful Experiences and Outcomes of Cooperative Learning" (Donna Saye and Tammy Abbott). (Individual papers contain references.) (NAV) ED394413

Higbee, J., L., E., Dwinell, P., & L., E. (1995). Architects of the Future. Selected Conference Papers, Volume 1. National Association for Developmental Education Annual Conference Proceedings (19th, Chicago, Illinois, February 22-26, 1995). Illinois Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. This conference proceedings publication addresses issues in developmental education at the postsecondary level. Papers included are: "Developmental Studies Teachers to Retention Specialists: Assets, Not Liabilities" (Carol H. Bader); "Primary and Secondary Orientation Support for One Underrepresented Group" (Allen R. Barlow and Kerri Heavens); "Magazines in Developmental Writing: An Innovative Reading-Writing Connection" (Sandra Karnei Chumchal); "Summary of the Final Report of the American Mathematical Association of Two Year Colleges: Standards for Developmental and Introductory College Mathematics" (Betsy Darken); "Effects of Testing Methods on Outcomes in Developmental Algebra" (Jeanette W. Glover); "Breaking Down the Barriers" (Ellen Hendrix et al.); "A Fair Chance for All" (Trevor Hulme and Allen R. Barlow); "Academic Probation: A Road to Academic Success" (Marjorie L. Illingworth); "Arts Internships as Transition Space for Students At Risk" (Linda Adler Kassner and Terence Collins); "Tutor Training Enhanced By Knowledge of Tutee Expectations" (Joan L. Krabbe and Mark A. Krabbe); "Supplemental Instruction in Biology at the College Level" (Ofra N. Peled and Anna C. Kim); "Building Mathematical Understanding: From Counting to Chaos" (Patrick Perdew et al.); "Educating the Postsecondary Student with Learning Disabilities" (Linda Schnapp); "Integration of Basic Composition and Reading" (Caroline Stern); "Activities to Promote Achievement Among Mathematics Students" (Pamela V. Thomas and Jeanne L. Higbee); "Developing Experiential Learning Assignments for Composition Courses" (Edna M. Troiano); "Supplemental Instruction's Impact on Affect: A Follow-Up and Expansion" (Julia N. Visor et al.); "Mathematics Survival: A Linked Course" (Gideon L. Weinstein); and "Student's World: A Writing Assignment" (Annette C. Williams). (Individual papers contain references.) (NAV) ED394414

Higbee, J., L., E., Dwinell, P., & L., E. (1996). Defining Developmental Education: Theory, Research, & Pedagogy. NADE Monograph. Illinois Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. This monograph presents seven papers on the research, and pedagogical aspects of developmental education and implications for a definition of developmental education. After an introductory paper by the editors, the papers are: (1) "The New Science: Connections with Developmental Education" (Dana D. Darby); (2) "Issues Affecting the Definition of Developmental Education" (Emily Miller Payne and Barbara G. Lyman); (3) "Enhancing Education Through Cooperative Learning" (Eleanor Myers); (4) "Effects of Learning Support on College Algebra" (Cheryl B. Stratton); (5) "Foundation for A Constructivist, Whole Language Approach to Developmental College Reading" (David C. Caverly and Cynthia L. Peterson); (6) "The Educational Experience of Nontraditional Age Female African American Students" (Sandra Karnei Chumchal); and (7) "Defining Developmental Education: A Commentary" (Jeanne L. Higbee). (Individual papers contain references.) (NAV) ED394415

Hofmeister, A. M. (1993). Elitism and Reform in School Mathematics. Remedial and Special Education (RASE) v14 n6 p8-13 Nov-Dec 1993. Special educators are urged to exercise caution in using the standards developed by the National Council of Teachers of Mathematics as comprehensive criteria for developing and selecting programs for learners at risk for school failure. The need to transpose the standards into valid, replicable, instructional programs is stressed. (Author/DB) UMI Report/ISSN: ISSN-0741-9325 EJ474325

Holland, P. W. (1989). A Note on the Covariance of the Mantel-Haenszel Log-Odds Ratio Estimator and the Sample Marginal Rates. Program Statistics Research Technical Report No. 89-85. New Jersey Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Report/ISSN: ETS-RR-89-19. A simple technique, developed by A. Phillips (1987) is used to approximate the covariance between the Mantel-Haenszel log-odds-ratio estimator for a 2 x 2 x k table and the sample marginal proportions. These results are then applied to obtain an approximate variance estimate of an adjusted risk difference based on the Mantel-Haenszel odds-ratio estimator. The adjusted risk difference is of potential value in those applications where at least one of the sample rates is descriptive of a relevant population rate. The example applies to the use of the Mantel Haenszel estimator to study the differential difficulty of test questions across groups of examinees. (Contains 11 references.) (Author/SLD) ED395963

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Jackman, D., & H., E. (1997). AERA Vocational Education Special Interest Group Proceedings (Chicago, Illinois, March 24-28, 1997). District of Columbia Available in paper copy and microfiche. EDRS Price - MF01/PC04 Plus Postage. This proceedings consists of five research papers presented during the 1997 annual meeting of the American Educational Research Association (AERA). The papers were presented during the sessions of the AERA Vocational Education Special Interest Group. "Predictors of Occupational Choice among Rural Youth: Implications for Career Education and Development Programming" (Carol A. Conroy) confirms existing knowledge in regard to the often unrealistic occupational and educational aspirations held by adolescents: the job opportunities that are likely to be available do not match their expressed interests. "Impact of Environmental Variables on Community College Dental Assisting Students Who Are At-Risk for Persistence" (Debra Daniels) finds a significant difference between graduates and nongraduates on age, enrollment status, hours of employment, college grade point average, and finances. "Student Perceptions about Applied Mathematics" (Malcolm G. Keif, Bob R. Stewart) reports students completing Applied Mathematics 1 or 2 possessed comparable perceptions toward math as a school subject as students completing algebra. "Work-Based Learning: Student Perspectives on Quality and Outcomes" (Cathleen Stasz, Dominic Brewer) reports students in unpaid internships and paid work experience perceive the quality of their work experiences to be similar. "Distance Education Effectiveness as Perceived by Secondary Students" (Michael K. Swan et al.) reports students were satisfied with the quality of interactive video network or interactive television network and believed these courses lived up to their expectations, they did as well in them as in traditional classes, and it was an effective way to teach courses in small rural schools. (YLB) ED405497

Jitendra, A., & Others, A. (1996). The Differential Effects of Two Strategies on the Acquisition, Maintenance, and Generalization of Mathematical Word Problem Solving by Students with Mild Disabilities and At-Risk Students. Pennsylvania Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. This study examined the differential effects of two instructional strategies, an explicit schema-based strategy and a general cognitive strategy, on the acquisition, maintenance, and generalization of mathematical word problem solving by students with mild disabilities and at-risk students. Twenty-three second, third, fourth, and fifth graders were randomly assigned to each of the 2 treatment conditions (schema and traditional). Results indicated that both groups' performance increased from pretest to posttest. Generally, students in both groups maintained their use of word problem solving skills. However, word problem solving scores from the posttest to delayed posttest showed a slight decrease for the traditional group, while an increase in scores was noted for the schema group. The performance of the schema group (84%) surpassed that of their normally achieving peers (82%). In addition, generalization of word problem solving skills to novel word problems occurred for both groups. Contains 41 references. (Author) ED395786

Jitendra, A., & Xin, Y. Y. P. (1997). Mathematical Word-Problem-Solving Instruction for Students with Mild Disabilities and Students At Risk for Math Failure: A Research Synthesis. Journal of Special Education v30 n4 p412-38 Win 1997. Summarizes 14 mathematics word-problem-solving intervention studies for elementary and secondary students with disabilities or who were at-risk for math failure. Interventions included representational techniques (diagramming), strategy-training procedures (cognitive and metacognitive), task variations (sequencing and word-problem context), and computer-assisted instruction. With one exception, all studies reported positive effects of intervention. (Author/CR) Report/ISSN: ISSN-0022-4669 EJ540986

Johnson, R. E. (1993). Factors in the Academic Success of African American College Males. South Carolina Available in paper copy and microfiche. EDRS Price - MF01/PC08 Plus Postage. The most prevalent factors in the academic success of African American male undergraduate students at the University of South Carolina were studied. Scholastic Aptitude Test (SAT) mathematics and verbal scores and high school rank were the independent, cognitive variables; and self-esteem, academic self-concept, religiosity, African self-consciousness, and mother's level of education were the independent, non-cognitive variables (affective psychosocial constructs describing feelings, perceptions, and attitudes). Subjects were 239 African American male students enrolled in 1992. Each completed several survey instruments. Results indicate that a combination of both cognitive and non-cognitive variables are important to the success of African American males in this study. Variables that reached statistical significance include high school rank, academic self-concept, SAT verbal, self-esteem, and African self-consciousness, although only rank, academic self-concept, and SAT verbal have a significant positive relationship with academic success. African self-consciousness has a significant negative relationship with academic success. This result is examined in terms of black identity models and the need for multicultural curricula. Nine tables present study data. Five appendixes contain the surveys and cover letters and information about college enrollment. (Contains 148 references.) (SLD) ED364639

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Kangas, J. (1992). Success and Retention Rates for Gateway U Classes, Spring 1992. Research Report 256. California Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. In spring 1992, a program was initiated at San Jose City College (SJCC) in California to assist underprepared student entering reading, writing, and math courses below the level of transfer English and math courses. The program entitled Gateway U (GU), included the following components: weekly surveys of students during the first 4 weeks of class to determine if students understood their assignments, and if they wanted to see a tutor, talk with the instructor, or study with other students; a program assistant who immediately contacted students having difficulty; block scheduling of reading, writing, and math classes; student study groups; and assistance for students on visits to student services offices. A total of 259 students participated in GU. Success and retention rates were compared to the 796 students who were in remedial class sections that were not a part of GU. Program outcomes included the following: (1) 64% of the GU students (n=167) were successful in their courses (receiving letter grades of A, B, C, or credit) as compared with 45% of non-GU students (n=358); (2) class retention (of those receiving letter grades of A, B, C, D, or credit) for GU students was 72% (n=186) as compared with 53% for non-GU students (n=421); (3) 81% of the time (based on 22 of 27 comparisons) GU class sections had higher success rates than non-GU sections; (4) 85% of the time (23 of 27 comparisons) GU sections had higher retention rates than non-GU sections; and (5) 86% of the students in GU were ethnic minorities, including 52% Hispanic, 23% Black, and 5% Asian, compared with 73% ethnic minorities in non-GU sections. Data tables are included. (PAA) ED349049

Kasten, M., & Howe, R. R. W. (1988). Students at Risk in Mathematics: Implications for Elementary Schools. ERIC/SMEAC Mathematics Education Digest No. 2. Ohio Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. ERIC/SMEAC, The Ohio State University, 1200 Chambers Road, Room 310, Columbus, OH 43212 ($1.00 single copy; ordered in sets by year and field of study, $3.00). Report/ISSN: EDO-SE-88-6 Contract no.: RI88062006. Two groups of students at risk of not developing adequate mathematical knowledge and skills are (1) the "typical or usual" and (2) "the nominal mathematics students"those who do not achieve at a satisfactory level in mathematics and/or do not enroll in mathematics courses beyond typical required courses. This digest provides information for preventing and reducing the problems related to at-risk students. Included are: (1) descriptions of the potential dropout and of the nominal mathematics student; (2) a summary of at-risk students; and (3) an outline of ways to reduce the number of mathematically at-risk students. This section lists some variables associated with elementary school mathematics programs which in various combinations tend to produce a lower percentage of dropouts and a lower percentage of nominal mathematics students. Seventeen references are listed. (YP) ED321971

Kaufman, P., & Others, A. (1992). Characteristics of At-Risk Students in NELS:88. National Education Longitudinal Study of 1988. Contractor Report. District of Columbia Available in paper copy and microfiche. EDRS Price - MF01/PC05 Plus Postage. U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. Report/ISSN: ISBN-0-16-038011-1; NCES-92-042. The study described in this report examined the characteristics of eighth-grade students who were at risk of school failure. The study used data from the National Education Longitudinal Study of 1988, which is a large-scale, national longitudinal study begun in the spring of 1988 when 25,000 eighth graders attending public and private schools across the nation were surveyed along with the students' parents, teachers, and school principals. The students were re-surveyed in 1990, and the base year and follow-up data of NELS:88 taken together provide a wealth of information about eighth graders' as they move in and out of the U.S. school system and into the varied activities of early adolescence. This study, focused on at-risk students within the eighth grade cohort, examined the following sets of variables: (1) basic demographic characteristics; (2) family and personal background characteristics; (3) the amount of parental involvement in the student's education; (4) the students' academic history; (5) student behavioral factors; (6) teacher perceptions of the students; and (7) characteristics of the students' schools. Black, Hispanic American, and Native American students and students from low-socioeconomic backgrounds were more likely to be at-risk. Male eighth graders were more likely to have low basic skills, but were no more likely to drop out. After controlling for sex and socioeconomic status, Black and Hispanic American dropout rates were found to be the same as that for Whites. However, even when controlling for sex and economic status, Black and Hispanic American students were more likely than White students to perform below basic proficiency levels. Included are 15 tables in the text and 31 tables in 2 appendixes. (JB) ED349369

Knapp, M. S., & Others, A. (1993). Academic Challenge for the Children of Poverty. Study of Academic Instruction for Disadvantaged Students. Volume 1: Findings and Conclusions. California Available in paper copy and microfiche. EDRS Price - MF01/PC18 Plus Postage. Report/ISSN: ED/OPP-93-33 Contract no.: LC88054001. The Study of Academic Instruction for Disadvantaged Students explored the nature and effects of alternatives to conventional practices in mathematics, reading, and writing instruction in schools that serve high concentrations of children from low-income backgrounds. This report presents what was learned by describing and analyzing instructional practices in approximately 140 first- through sixth-grade classrooms in 15 high-performing elementary schools across 6 districts in 3 states. Findings dispel the myth that academically challenging work should be postponed until children of poverty have mastered all relevant basic skills. The alternative practices studied helped children connect their academic learning with the world outside school. More often than not, teachers combined conventional modes of instruction with alternative practices. The challenge for teachers is not to discard what they have been doing, but to expand their repertoires to teach a more challenging curriculum. Local and state policymakers can play a key role by doing whatever is necessary to support educational goals. The Federal Government can exercise leadership, particularly in promoting professional development. The overall conclusion is that instruction that emphasizes meaning and understanding has proved its worth. Findings are summarized in 72 tables, 1 exhibit, and 4 figures. (SLD) ED358213

Kostelecky, J. M. (1992). The Will and the Way to Educate. Technos v1 n2 p11-14 Sum 1992. Provides a profile of Abdulalim Shabazz and his philosophy and practices relating to excellence in mathematics education. Highlights include his career at Clark Atlanta University; graduate mathematics students; teaching students based on need rather than test scores and background requirements; and gender equity in higher education, especially for African-American males. (LRW) Report/ISSN: ISSN-1060-5649 EJ469134

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Leinwand, S. J. (1992). Sharing, Supporting, Risk Taking: First Steps to Instructional Reform. Mathematics Teacher v85 n6 p466-70 Sep 1992. Offers activities that foster sharing, supporting, and risk taking for teachers seeking to change instructional practice to implement the NCTM "Professional Teaching Standards." Reviews common obstacles to change, reviews individual and collective professional behaviors that support change, and makes eight recommendations to enhance the possibility of instructional reform. (MDH) UMI Report/ISSN: ISSN-0025-5769 EJ453628

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Magid, A., & Others, A. (1988). Freshman Strategy Seminar. A Pilot Study. New York Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. In fall 1987, a Freshman Strategy Seminar (FSS) was pilot tested and evaluated at Erie Community College's (ECC's) South Campus to assist students lacking basic English and mathematics skills. Developmental class sections in writing, reading and math were reserved for the FSS students, in the hope that a cluster course approach would reduce attrition among this high-risk group. The FSS students also took one elective selected from a list of courses appropriate for their basic skills levels, and met regularly with instructors to determine progress and needs for student services. This report on the FSS pilot test covers orientation and advisement procedures, faculty involvement, and the methods and outcomes for each aspect of the program. For the Reading, Writing, and Mathematics Pilot Programs, separate sections provide information on student selection, the use of tutors and a skill laboratory in instruction, reading scores on pre- and post-tests, final grades, success and retention rates, student use of support services, and needs for additional remediation. Problems are identified, and recommendations offered. (EJV) ED297796

McCormick, M. E., & Wold, J. J. S. (1993). Intervention Programs for Gifted Girls. Roeper Review v16 n2 p85-88 Dec 1993. This paper reviews intervention programs developed to combat the phenomenon of gifted and talented females becoming at risk for academic underachievement at the onset of adolescence, especially in math and science. The programs described encourage nontraditional career choices, report changes in attitude toward math/science, and report improved self-concept or self-confidence. (JDD) UMI Report/ISSN: ISSN-0278-3193 EJ479448

McCuen, S., & Others, A. (1996). Beacon PAL: Peer Assisted Learning Project Update and New Beacon Outcomes] Research Briefs, Number 11, January 1996. California Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. In spring 1992, American River College (ARC), in California, began a Beacon College project to involve students in the life of the college through the Peer Assisted Learning (PAL) program, involving semester-long, collaborative study groups in selected math and science classes. These two reports describe project outcomes for 1995 and as of January 1996. The first report provides a 1995 project update, describing the project focus, reviewing 1992-94 outcomes, and discussing changes made in the program after first-year evaluations. This report also provides outcomes for the 1994-95 academic year, indicating that the course success rate for all Beacon students at ARC and Sacramento City College was 87.7%, compared to 54.8% for non-Beacon students. The report from 1996 describes outcomes for all students participating in the PAL project at ARC and includes the following data: (1) for all 3,002 students who took PAL courses, 887 also participated in the collaborative study groups; (2) these PAL participants had a success rate of 86.6%, compared to 55.2% for the 2,115 non-participants in the classes; and (3) while English placement assessment scores were not significantly different for participating and non-participating students, both success and persistence rates were higher for participating students. Data tables are included. (TGI) ED393517

McKenzie, F. D. (1994). Stealing Second Base: Progress in Education Requires Risk. School Business Affairs v60 n1 p54-55 Jan 1994. Systemic reform efforts are being widely utilized as a tool in school improvement. In the next decade, math and science are becoming a focus for improvement, as are the issues of privatization and collaboration. Asks school business officials questions to reveal how dedicated to change they are. (KDP) UMI Report/ISSN: ISSN-0036-651X EJ477465

Means, B., & Knapp, M. M. S. (1991). Cognitive Approaches to Teaching Advanced Skills to Educationally Disadvantaged Students. Phi Delta Kappan v73 n4 p282-89 Dec 1991. Abandoning conventional assumptions about skills hierarchies leads to a new set of curricular principles focusing on complex, meaningful problems, embedding basic skills instruction within more global tasks, and connecting instruction to students' experience and culture. Teachers can then model powerful thinking strategies, encourage multiple problem-solving approaches, and stress dialogue in teaching and learning. (25 references) (MLH) UMI Report/ISSN: ISSN-0031-7217 EJ435782

Means, Barbara, E., & Others, A. (1991). Teaching Advanced Skills to At-Risk Students. Views from Research and Practice. Jossey-Bass Education Series. California Not available from EDRS. Document Not Available from EDRS. Jossey-Bass Inc., Publishers, 350 Sansome Street, San Francisco, CA 94104-1310 ($26.95). Report/ISSN: ISBN-1-55542-393-0. This book presents six instructional models for teaching at-risk students. Each chapter is followed by a commentary section by an educational expert. Chapter 1 contrasts compensatory education as it is today with the kind of curriculum and instruction that would emerge based on the principles espoused in later chapters. Chapter 2 describes an experimental arithmetic curriculum that draws the child's informal knowledge about numbers and mathematics concepts into the classroom and treats educationally disadvantaged children as mathematical reasoners. Chapter 3 presents Cognitively Guided Instruction, another elementary school mathematics program that increases students' mathematics reasoning by increasing teachers' understanding of the way children think about mathematics. Chapter 4 covers reciprocal teaching, an approach to fostering strategies of reading comprehension. Chapter 5 examines how to teach the advanced skills of writing using a model for engaging at-risk students in "epistemic" writing. Chapter 6 describes two programs aimed at instilling the comprehension and composition skills of critical literacy, arguing for a fundamental change in the school as a whole. Chapter 7 examines a cognitive apprenticeship for disadvantaged students, drawing on the experiences of two schools. Chapter 8 focuses on issues surrounding the implementation of these instructional models. Each chapter provides references. (JB) ED356304

Mendoza, Y. (1996). Developing and Implementing a Parental Awareness Program To Increase Parental Involvement and Enhance Mathematics Performance and Attitude of At-Risk Seventh Grade Students. Florida Available in paper copy and microfiche. EDRS Price - MF01/PC06 Plus Postage. A practicum program was developed and implemented to increase parental involvement, teach parents how to help their children, reverse parents' and students' negative attitudes toward mathematics, and enhance mathematics performance of at-risk seventh-grade students. The objectives of the program were to increase parental involvement by 40 percent, increase parental knowledge and reverse their negative attitudes toward mathematics by 40 percent, to change students' attitude toward mathematics and increase motivation by 40 percent, and to enhance student achievement by 35 percent. This practicum was implemented with seventh-grade mathematics students who were enrolled in an alternative education program. Parents and students attended specialized evening workshops, and additional motivational strategies were used in the classroom. Surveys, questionnaire, and observation were used to measure achievement of the objectives. Results indicated that all the objectives were successfully met by both the target parents and students. (Seven appendixes include a parent participation survey, an attitude and beliefs toward mathematics survey, parent involvement survey, post evaluation questionnaire, and anecdotal comments. (Contains 66 references.) (AA) ED400971

Mercer, C. D., & Miller, S. S. P. (1992). Teaching Students with Learning Problems in Math to Acquire, Understand, and Apply Basic Math Facts. Remedial and Special Education (RASE) v13 n3 p19-35,61 May-Jun 1992. Ten research-supported instructional components are presented for promoting mathematics achievement in students with learning problems. A curriculum (Strategic Math Series) found to be effective in teaching students with learning problems to acquire and understand basic facts and apply them in problem-solving activities is described. (Author/JDD) UMI Report/ISSN: ISSN-0741-9325 EJ450011

Mercer, C. D., & Others, A. (1993). First Invited Response: Reforming Reforms in Mathematics. Remedial and Special Education (RASE) v14 n6 p14-19 Nov-Dec 1993. This response to EC 607 382 considers the history of efforts to reform mathematics instruction; current reform efforts; effects of reform movements on low achieving students; and refinements needed to improve current reform efforts, including recognizing the contributions of various models, adopting a teacher-learner verification strategy, and considering the diversity of learners. (DB) UMI Report/ISSN: ISSN-0741-9325 EJ474326

Midkiff, R. B., & Others, A. (1991). Learning Style Needs of At-Risk Students: Teaching Math and Social Studies the Way They Learn. Arkansas Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Extensive data verify the existence of individual differences among youngsters: differences so extreme that identical methods, resources, or grouping procedures can prevent or block learning for most of them. While research shows that most students cannot learn effectively by just listening and imitating, most teachers continue to teach as they were taught, not as they were taught to teach. Many educational authorities agree that accommodating students' learning styles can produce an increase in achievement and attitude test scores, student morale, self-confidence, and self-esteem. Reductions in the number of discipline referrals and in the amount of tension in schools have also been associated with teaching according to students' learning styles. Instruction in mathematics and social studies content and skills is easily organized according to students' learning styles and needs and is easily adapted to problem-solving strategies. This document discusses the need for improvement in math and social studies instruction, characteristics and needs of academically at-risk students, the process of implementing a learning styles model, and emotional, sociological, physical, and psychological stimuli. Learning activities that could be incorporated into an elementary social studies unit are described. Contains 31 references. (RH) ED331632

Midkiff, R., & Others, A. (1991). Alternative Methods of Math and Social Studies Instruction for At-Risk Students Based on Learning Style Needs. Reaching Our Potential: Rural Education in the 90's. Conference Proceedings, Rural Education Symposium (Nashville, TN, March 17-20, 1991); see RC 018 473. Arkansas Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. This paper advocates using teaching methods in math and social studies instruction that take into consideration the students' learning styles to increase achievement for at-risk students. Rural at-risk students need mathematics and social studies instruction that will prepare them for the 21st century. Traditional methods of instruction have not been successful for at-risk students. Teachers need to consider how environmental, emotional, sociological, physical, and psychological stimuli can be accommodated through instructional strategies. Learning styles are defined in terms of how individuals react to 21 elements of the instructional environment. Semantic mapping strategies can be used to provide structure for students who need it. Students who lack persistence can be given short tasks with breaks between them. Sociological needs of students can be accommodated through grouping students in pairs or cooperative learning groups. Physical needs of students can be met through hands-on activities and direct involvement. Academically at-risk students who are global learners benefit from strategies such as guided imagery, semantic maps, and story maps. Unit teaching offers a broad field for providing varied experience for individual students, appealing to a wide range of learning style preferences. This paper includes a list of suggested activities for a fifth grade unit on Native Americans that incorporates a variety of learning styles. (KS) ED342529

Mikulecky, L. J. (1990). Stopping Summer Learning Loss among At-Risk Youth. Journal of Reading v33 n7 p516-21 Apr 1990. Describes the Summer Training and Education Program (STEP) designed to reduce summer learning losses, improve reading and math skills, increase graduation rates, and reduce the incidence of teen parenthood. Reports that STEP succeeds in slowing, and in many cases stopping, summer learning losses of at-risk students. (RS) UMI EJ406812

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Naughton, P. W. (1993). Vocational Education Preparation. Community College Journal of Research and Practice v17 n4 p309-14 Jul-Aug 1993. Describes Hawaii Community College's vocational preparation (Voc Prep) program, which focuses on basic communication, literacy, and mathematics skills to prepare students to enter vocational programs. Compares the Voc Prep learning community model, which includes vocational and basic skills instruction, personal development, and counseling, with other models. Discusses retention outcomes. (MAB) Report/ISSN: ISSN-1066-8926 EJ465842

Nevares, L. (1992). Credit Where Credit Is Due. Executive Educator v14 n12 p50-53 Dec 1992. An Austin (Texas) high school's Credit Plus program accelerates high-risk students by helping them make up credits missed through failure or poor attendance and prepare them for graduation. The program succeeds because of its application and assessment process, low student-teacher ratio, positive physical and mental environment, structured environment, appropriate curriculum, and attendance incentives. Similar projects are summarized. (MLH) UMI Report/ISSN: ISSN-0161-9500 EJ454352