Rural Students at Risk in Arkansas, Louisiana, New Mexico, Oklahoma, and Texas.

N

97

Office of Educational Research and Improvement (ED), Washington, DC.

Context Effect; Dropout Characteristics; Dropout Research; Dropouts; Educational Policy; Educational Practices; Elementary Secondary Education; Family Characteristics; High Risk Students; Rural Education; Rural Urban Differences; School Community Relationship; Student Behavior

Arkansas; Louisiana; New Mexico; Oklahoma; Texas

This report explores the situation of at-risk students in small and rural schools in Arkansas, Louisiana, New Mexico, Oklahoma, and Texas, and compares this information to the at-risk student situation nationwide. In order to explore both the complexity and the degree of risk of dropping out in rural school settings, research questions were posed concerning the nature and incidence of at-risk students in rural schools; related characteristics and behaviors of rural families, students, communities, and schools; insights gleaned from social theory; and perceptions of rural educators and parents of the at-risk problem. A research review examines: (1) background characteristics associated with risk, including socioeconomic status, minority group status, limited English proficiency, low parental educational attainment, mobility, psychosocial factors, and gender; (2) student behaviors such as participation in school, passive and active disengagement, substance abuse, low achievement, work, and sexuality; (3) school practices related to student retention, course failure and poor grades, suspension and expulsion, and ability grouping; (4) contextual variables, including rural school characteristics, school size, school norms, rural community characteristics, and community norms; and (5) perceptions of educators, parents, and students. The literature indicates that the rural at-risk problem differs from the metropolitan situation in at least four ways: (1) lower dropout rates than in central cities, but also lower postsecondary continuation rates; (2) higher risk of adult unemployment due to lack of useful vocational training and employment options; (3) higher risk due to direct effects of isolation; and (4) lower student aspirations. Policy and program recommendations for rural at-risk students include individualizing education to meet student needs, developing a comprehensive plan, building collaborative partnerships, encouraging connections with students, building community-school linkages, program improvement, and investing in technology. Contains 146 references and definitions of geographic terms. (LP)

1994

ED388477