The International Observatory on Academic Achievement - Documentary search

File number :
CS-ISC-37e

Bibliographic reference :
Portelli, J.P., Shields, C.M., & Vibert, A.B. (2007). Toward an Equitable Education: Poverty, Diversity, and Students at Risk. The National Report.  Ontario, Canada: Ontario Institute for Studies in Education, Center for Learning and Diversity, University of Toronto, 64 pages.

Abstract :

The authors of this Canada-wide study were inspired by the Student Engagement in Learning and School Life study in which they had taken part. At the time, they observed exceptional engagement on the part of the students, school staff and community at a particular school that, in theory, should have had trouble encouraging such cooperation given its student composition (markedly low socio-economic status students). In addition to the increasing number of students referred to as at risk, this finding prompted the authors to question the very concept of at-risk students and its ensuing educational practices.

Methodology
From 2001 to 2005, the authors conducted research at six schools in three different Canadian provinces (two schools in British Columbia, two in Ontario and two in Nova Scotia). The schools were selected based on the following criteria: diversity of student socio-economic status, ethnicity and level of academic ability, along with the variety of approaches and programmes designed for at-risk students.

A qualitative research methodology was adopted for this study. To collect data, in-class and in-school observations were conducted, and grades 5-12 students, school staff members and parents were surveyed. Semi-structured interviews were also conducted with some students and school staff members, including principals, to gain a better understanding of their concepts of at-risk students and their views on how schools deal with such students.

Concepts of At-risk Students
Based on the first three identified concepts widely encountered in educational literature and settings, the responsibility of school failure tends to be shifted to students and their families (e.g., low socio-economic status, students’ lack of effort). Generally less common, but present in some of the schools the authors visited, a fourth concept questions the responsibility of institutional structures and educational practices.

Effective Practices
This study identified certain qualities likely to make a difference in the school experience of all students at a school, but more particularly that of at-risk students. These qualities can be grouped into four categories.

The first category concerns the caring relationships forged among staff members (e.g., teachers working together), between staff members and students, among students (e.g., peer mediation programmes) and with the community.

The second category concerns the learning environment. Programmes developed locally, best adapted to the specific needs of students and the context in which they are implemented proved more effective than programmes applicable to all types of environment. Original teaching practices and an engaging curriculum that stimulates students to make connections with their own lives are also key elements. Integrating arts into the curriculum appeared to be a particularly interesting approach to fostering the engagement of at-risk students.

The third category concerns school culture and structure, especially space management (open and inviting space) and the development of a collaborative culture within the school.

Lastly, the schools that seemed more effective in supporting at-risk students were headed by proactive teams and showed openness and flexibility. These teams adopted a concept of at-risk students that called into question the school, rather than the students and their families.

Challenges for Schools
The study identified ten challenges faced by schools that must cope with students of diverse ethnicity and culture, among which are: (1) problems stemming from processes, policies, practices and structures being generally more suited to the white middle social class; (2) the additional time and energy spent by school staff in at-risk settings not recognized by the educational system; (3) the need to offer teachers appropriate professional training to better cope with the conditions of their working environment; (4) trouble hiring and retaining competent and committed staff; and (5) importance of responding to the needs of the community while considering its members as useful resources towards achieving the objective of educating children.

Recommendations
The authors concluded by making twelve recommendations directed at teachers and school administrators and ten recommendations directed at policy makers.

Links :
This journal is also available in electronic format. Publisher’s Website address: http://www.oise.utoronto.ca/depts/tps/jportelli/index.htm"

Key Words :
At-risk Students, Disadvantaged Areas, Ethnicity, Interpersonal Relationships, Learning Environment, Teaching Practices, Curriculum, Arts, School Structure, School Culture, School Administration Leadership, Qualitative Analysis, Newsletter11

Monitored Countries :
Canada (British Columbia, Ontario, Nova Scotia)