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Integrating Support Networks for Students At Risk of Not Completing High School
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Integrating Support Networks for Students At Risk of Not Completing High School

Autor: Raf Di Cecco; Lorenzo E Di Cecco
Editorial: Educational Research Service. 1001 North Fairfax Street Suite 500, Alexandria, VA 22314. Tel: 800-791-9308; Fax: 800-791-9309; e-mail: ers@ers.org; Web site: http://www.ers.org
Edición/Formato: Artículo Artículo : English
Publicación:ERS Spectrum, v25 n1 p31-40 Win 2007
Base de datos:ERIC La base de datos ERIC es una iniciativa del Departamento de Educación de los Estados Unidos.
Resumen:
An unacceptable number of students appear to be at great risk of not attaining the education levels essential to become successful, contributing members of society. An array of agencies at community levels receive funding from various levels of governments to provide support services to address the various elements of risk. Yet the problem of at-risk students persists, and both schools and communities feel  Leer más
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Detalles

Tipo de documento: Artículo
Todos autores / colaboradores: Raf Di Cecco; Lorenzo E Di Cecco
ISSN:0740-7874
Nota del idioma: English
Identificador único: 424909574
Premios:
Descripción: 10

Resumen:

An unacceptable number of students appear to be at great risk of not attaining the education levels essential to become successful, contributing members of society. An array of agencies at community levels receive funding from various levels of governments to provide support services to address the various elements of risk. Yet the problem of at-risk students persists, and both schools and communities feel increasingly powerless to solve the problems. The literature clearly emphasizes the benefits of a more holistic approach: one that is integrated with schools to meet the complex problems of students at risk. Essentially, many agencies serve the same client, who usually attends a neighborhood school. There is an urgent need to recast the relationships between service providers, both across functional lines and with educators. This paper examines the needs of students at risk, the arguments for greater integration at the school level, the issues in the networking and integration of support services, the models that have been successful, and the mechanisms required to bring about a more integrated approach.

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