School Counselors' Perceptions about lnterventions for At-Risk Students Including Grade Retention: Implications for School Leaders

Authors

Bret Range, University of WyomingFollow
Mary Alice Bruce, University of Wyoming
Suzanne Young, University of Wyoming

Abstract

The term at-risk is used by educators and policymakers to describe a wide variety of students who struggle in schools (Kronholz, 2011). Factors associated with labeling students at-risk include minority status, poverty, language difficulties, low school attendance, and poor family support (Re~ Akpo-Sanni, Losike-Sedimo, 2012; Stockard, 2010). For many at-risk students, reading at a proficient level is a primary concern for school leaders and teachers (Allington, 2011; McAlenney & Coyne, 2011), especially with increased accountability including school sanctions for not closing reading achievement gaps (Chappell, Nunnery, Pribesh, & Hager, 2011). Although a plethora of interventions have been proposed to assist at-risk students, requiring students to repeat a grade continues to be used as a threat for students who are not proficient, despite evidence that suggests grade retention is detrimental to students on various outcomes (Battistin & Schizzerotto, 2012; Webley, 2012).

Recommended Citation

Range, Bret; Bruce, Mary Alice; and Young, Suzanne (2018) "School Counselors' Perceptions about lnterventions for At-Risk Students Including Grade Retention: Implications for School Leaders," School Leadership Review: Vol. 9: Iss. 1, Article 5.
Available at: https://scholarworks.sfasu.edu/slr/vol9/iss1/5