Thesis (MEd)--University of South Australia, 1996

The purpose of this study was to determine if certain identified educational strategies would have an effect on the success of at-risk students at the secondary level. Specifically, would school involvement and a mentor program have an effect on students' attendance, grade point average, and self-esteem. An examination of related literature indicated no one factor or specific combination of factors clearly determined which student would be at-risk. The literature further indicated that most researchers agree on a general list of educational factors that can effect student success. The study group of ninth grade at-risk students was determined by the following criteria: 1) a grade point average of 2.0 or lower, 2) 15 days or more absences during their eighth grade year, 3) a California Aptitude Test score between 30 and 50 percentile in Math, and 4) a California Aptitude Test score between 30 and 50 percentile in Reading. This study's results determined that certain educational strategies did effect at-risk students' success. Analysis of the individual student results, showed improvement, in at least, one of the identified areas. In the area of attendance, four of the subjects showed marked improvement. Four subjects showed progress in grade point averages; six of the subjects showed a positive change towards school and concerning the subjects' attitudes towards home; five students made a positive transformation. However, inspite of some individual improvement, there was no statistical improvement in the group in toto. / Graduation date: 1993

Thesis (MEd)--University of South Australia, 1995

Thesis (MEd - Curriculum Leadership) -- University of South Australia, 1992

published_or_final_version / Education / Master / Master of Education