Learning Theory and Its Application to At-Risk Programs

One of the most salient problems in our nation's schools has been to educate the students who experience academic difficulties and eventually drop out of school before mastering the skills and knowledge required for successful participation in society. Research literature focused on at-risk/dropout prevention programs indicates that potential dropouts can be identified in elementary school. Yet, the literature is scant with regard to the impact of programs designed for at-risk elementary students. Synthesizing research of effective at-risk/dropout prevention programs and the learning theory articulated in the American Psychological Association's Leamer-Centered Principles, this study examined the essential components present in an exemplary at-risk/dropout prevention program for kindergarten through sixth grade students. Specifically, we investigated the perceptions of building administrators, at-risk coordinators, at risk teachers, regular classroom teachers, and parents of at-risk students regarding the program's ability to reduce at-risk behaviors. Findings of this qualitative case study suggest three major themes were essential to the effectiveness ofthe at-risk program: (I) shared assumptions about mission; (2) student centered focus; and (3) commitment to creation ofanurturing environment