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belief in success; including goal direction, education aspirations, motivation, persistence, and optimism. Getting youth involved in extracurricular activities is important in building resilience and remediation. Particularly, those involving cooperative approaches such as peer helping, cross age mentoring, and community service. Data examined from a nationally funded study has shown that teachers can promote academic resilience in students at risk for failure in mathematics through creating safe school environments which emphasize support and the development of strong teacher-student relationships. These factors were associated with the academic resilience and achievement of low-income Latino, White, and
African-American elementary school students. Teachers can further contribute to a strong classroom environment for students who face risk factors by holding all students accountable to expectations that are both high and realistic for the given student.
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also serve as a preventative measure for future risk behavior, and it can help at risk-youth avoid entering the juvenile systems. There is a significant correlation between high-risk youth and higher rates of juvenile system involvement. Through research and findings, factors such as low socio-economic status, race/ethnicity, gender, and psychosocial histories of mental health and substance abuse have resulted in an increased risk that a youth will encounter the juvenile system. People have discovered the need for juvenile justice services, specifically community services to take preventive action and to support youth as they navigate entering and exiting the juvenile system.
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them to isolate against the fears of modern life, often viewing the world as a threatening or dangerous place. These students distrust others, including adults, and because of traumatic experiences rely on themselves to keep safe. New or unexpected stimuli can often trigger traumatic flash-backs. Slamming doors, loud announcements, students and teachers shouting can trigger instant terror within a child who has suffered from trauma. Teachers are critical in nurturing and building resilience in at-risk students exposed to trauma. Although, being empowered to participate in their own healing, gives young people a sense of self-control, safety, and purpose.
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ineffective in addressing the reduction in juvenile crimes. Through research and findings, it resulted in factors that effect a youth's action and increase risk in encountering the juvenile system. It later identified that at-risk youth have a higher chance entering the juvenile system. Subsequently, the need for preventative juvenile justice services, specifically from community services, to help youth, take preventive action, and navigate youth entering and exiting the juvenile system. Preventative juvenile justice services became needed at the end of the 1970s and there is still current debates on preventing juveniles from entering the juvenile system.
109:, are also adolescents who are less likely to transition successfully into adulthood and achieve economic self-sufficiency. Characteristics of at-risk students include emotional or behavioral problems, truancy, low academic performance, showing a lack of interest for academics, and expressing a disconnection from the school environment. A school's effort to at-risk students is essential. For example, a study showed that 80% to 87% of variables that led to a school's retention are predictable with linear modeling. In January 2020, Governor Newsom of California changed all references to "at-risk" to "at-promise" in the California Penal Codes.
327:. In 2010 37% of youth self-reported engaging in one or more delinquent behaviors such as acts of violence, acts against property, and the sale of drugs. Canadian boys are twice as likely as girls to engage in violent behavior but about equal in crimes against property. In 2010 the rate of those accused of a crime peaked at 18 years of age and generally decreased with age. School dropout rates between 2009 and 2010 were around 10% of young males and 7% of young women. Only 44% of children in foster care graduate from high school compared to 81% of their peers.
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social-behavioral (for example substance abuse), environmental (violent neighborhoods), ecological, and familial (exposure to psychological imbalance). These risk factors are shown to have negative correlations with academic achievement, and positive correlations with problem behaviors. Youth living in households with income under 50% of the federal poverty level are those most vulnerable.
123:. The article described United States society as being economically and socially endangered. At-risk students are those students who have been labeled, either officially or unofficially, as being in danger of academic failure. In the U.S., different states define "at-risk" differently, so it is difficult to compare the varying state policies on the subject.
400:, sometimes regionally known as The Y, is an organization in the US that promotes youth development, healthy living, and social responsibility. Over the years, YMCA has provided various programming, some directed towards at-risk youth. YMCA has engaged with social issues such as racial solidarity, job training, and classes for people with disabilities.
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an ongoing conversation among experts in this field about the importance of asset-based terminology. In 2021, the
National Journal of At-risk Youth actually changed their name to the National Journal of Youth Advocacy and Resilience as a way to employ asset-based terminology about youth and to better describe the perspective of those in the field.
388:
Reading
Rockets is a United States government funded project that supports the needs of at-risk youth by offering research based reading strategies, lessons, and activities designed to help children learn to read and read better. The program aims to help struggling readers build fluency, vocabulary,
351:(YIF) the Youth:Work Mexico program focuses on putting youth to work and creating a safe space for disadvantaged youth. By the end of 2014 7,500 Mexican youth will have participated in youth camps and after school programs. Nearly 2,000 at-risk youth will have been prepared by job training programs.
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is an important character trait for youth trying to mitigate risk factors. Resilience is used to describe the qualities that aid in the successful adaptation, life-transition, and social competence of youth despite risk and adversity. Resilience is manifested by having a strong sense of purpose and a
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At the time of the mid-20th century, the term, "at-risk" wasn't identified or acknowledge in society. However, during the 1960s and 1970s, there was a pivotal point in how society viewed juvenile offenders and their approach to restorative justice. Studies have shown that punitive measures were often
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claimed in a 2006 speech that the label itself actually contributes to the challenges. Her view is that, "We cannot saddle these babies at kindergarten with this label and expect them to proudly wear it for the next 13 years, and think, 'Well, gee, I don't know why they aren't doing good.'" There is
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is a program that establishes meaningful monitored mentoring between volunteers and at risk youth ages 6–18. Big
Brothers Big Sisters is the largest donor and volunteer supported mentoring network in the United States. The organizations mission is to provide children facing adversity with strong,
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are considered at-risk and many engage in negative behaviors. 30% of
Mexican youth ages 12–24 drop out of school and remain unemployed and inactive after age 18. Another 30% of Mexican youths have never participated in any extra-curricular activities outside of a school setting. Many risk factors
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Childhood trauma is detrimental and can be damaging during emotional development. Overcoming trauma contributes significantly to resilience. Many youth that have experienced trauma have an inability to cope with and adjust to new surroundings. Trauma overwhelms one's ability to cope and may lead
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In addition to children "traditionally considered to be at risk", "preteens and teens from affluent, well-educated families" are also at risk. Despite their advantages in other areas, affluent youth have among "the highest rates of depression, substance abuse, anxiety disorders, somatic complaints,
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High poverty neighborhoods are often characterized by high crime rates, limited resources, and underperforming schools. Schools with fewer resources are more likely to be associated with poor academic outcomes. Fewer resources means higher student to teacher ratios, lower spending per student, and
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There are several different forms of interventions for at-risk youth. Interventions are generally considered effective if they have positive impacts on individuals' risk behavior, academic achievement, pro-social behavior, sexual behavior, and psychological adjustment. Effective interventions can
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often leads to violence, bullying, and also hinders youth employment opportunity. African-Americans and
Latinos are more likely to live in high poverty environments characterized by underperforming schools with limited resources and therefore have a higher chance of academic failure. Immigrant
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Growing up in a stable two-parent household is associated with better health, academic achievement, and social skills like healthy interaction with peers. Studies have shown changes in structure, such as parental divorce, co-habitation, and remarriage, have strong negative relationships between
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are more likely to be labeled "at-risk." Impoverished environments can create several risk factors for youth, making them increasingly vulnerable to risk-behaviors and impacted life outcomes as they grow. Growing up in poverty is associated with several risk factors, including those
508:
Koball, Heather, et al. (2011). Synthesis of
Research and Resources to Support At- Risk Youth, OPRE Report # OPRE 2011–22, Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human
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is one of the largest United States federal programs in K-12 education. Title I provides financial resources to schools, particularly those in low socio-economic communities, to ensure that low-income students meet challenging state academic standards.
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Psychologists have recognized that many youth adjust properly despite being raised in high risk circumstances. This capacity to cope with adversity, even being strengthened by it, is crucial to developing
130:, students, especially boys, with low socioeconomic status (and therefore more likely to be labeled "at-risk") show feelings of isolation and estrangement in their schools. Educational philosopher
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Ciocanel, Oana; Power, Kevin; Eriksen, Ann; Gillings, Kirsty (1 March 2017). "Effectiveness of
Positive Youth Development Interventions: A Meta-Analysis of Randomized Controlled Trials".
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Schools can place students "at-risk" by leaving them without academic skills and preparedness. School environments can often be places of struggle for many adolescent youth.
344:
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Weinrath, Michael; Donatelli, Gavin; Murchison, Melanie J. (July 2016). "Mentorship: A Missing Piece to Manage
Juvenile Intensive Supervision Programs and Youth Gangs?".
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O'Donnell, Julie; Kirkner, Sandra L. (2016). "Helping Low-Income Urban Youth Make the
Transition to Early Adulthood: A Retrospective Study of the YMCA Youth Institute".
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Richardson, Val, comp. "At-Risk Student Intervention Implementation Guide." The Education and Economic Development Coordinating Council At Risk Student Committee (2008)
46:
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Zhang, Yi; Fei, Qiang; Quddus, Munir; Davis, Carolyn (October 2014). "An Examination of the Impact of Early Intervention on Learning Outcomes of At-Risk Students".
438:"At-Risk Student Intervention Implementation Guide: A Comprehensive Resource for Identifying Programs to Help Decrease South Carolina's School Dropout Population"
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Minority youth, particularly African-Americans and Latino youth, face many barriers to self-sufficiency that white and Asian students are less likely to face.
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The sooner at-risk students are identified, the more likely that preventative "remediation" measures will be effective. Examples of remediation include:
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1162:"Young Minds In School: Supporting the Emotional Wellbeing of Children and Young People in School" 2014 Web. Young Minds retrieved 3 November 2014
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to describe a student who requires temporary or ongoing intervention in order to succeed academically. At risk students, sometimes referred to as
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youth also face several challenges with adapting to the culture and experience intensified problems such as language barriers and legal battles.
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521:"Understanding Persistence of At-Risk Students in Higher Education Enrollment Management Using Multiple Linear Regression and Network Analysis"
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932:"Substance Dependence Disorders and Patterns of Psychiatric Comorbidity among At-Risk Teens: Implications for Social Policy and Intervention"
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Students who are labeled as "at-risk" face a number of challenges that other students do not. According to Becky Smerdon's research for the
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Changing Perspectives, Changing Lives." Big Brothers Big Sisters. Big Brothers Big Sisters of America, n.d. Web. Retrieved 03 Nov. 2014.
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for Mexican youth are the same as those identified in the United States, however; poverty is a more prevalent influencing factor.
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The Price of Privilege: How Parental Pressure and Material Advantage Are Creating a Generation of Disconnected and Unhappy Kids
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Borman, Geoffrey D.; Overman, Laura T. (January 2004). "Academic Resilience in Mathematics among Poor and Minority Students".
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lower overall academic performance. These neighborhoods often lack the resources needed to help youth overcome risk factors.
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801:"The quality and effectiveness of interventions that target multiple risk factors among young people: a systematic review"
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have a much higher chance of long-term behavioral problems, such as alcoholism and drug abuse and mental health problems.
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Knight, Alice; Shakeshaft, Anthony; Havard, Alys; Maple, Myfanwy; Foley, Catherine; Shakeshaft, Bernie (February 2017).
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Whiting, Gilman W. (August 2006). "From At Risk to At Promise: Developing Scholar Identities Among Black Males".
292:; or the human capacity to face, overcome, and ultimately be strengthened by life's adversities and challenges.
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and unhappiness" Madeline Levine writes that this "should in no way minimize concern" for other at risk groups.
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The Place of At-Risk Factors among Students Graduating or Dropping out of High School: A Study of Path Analyses
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697:"The Long-Term Effects of the Youth Crime Prevention Program "New Perspectives" on Delinquency and Recidivism"
672:"About This Journal | National Youth Advocacy and Resilience Journal | Journals | Georgia Southern University"
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in particular is likely to lead to student disengagement putting students at risk for behavioral problems and
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Downey, Jayne A. (September 2008). "Recommendations for Fostering Educational Resilience in the Classroom".
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Wright, Travis (October 2013). "'I Keep Me Safe.' Risk and Resilience in Children with Messy Lives".
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Placier, Margaret L. (December 1993). "The Semantics of State Policy Making: The Case of 'At Risk'".
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de Vries, Sanne L. A.; Hoeve, Machteld; Asscher, Jessica J.; Stams, Geert Jan J. M. (2018-01-17).
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enduring, and professional one-to-one connections that forever change their lives for the better.
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1450:"Reading Rockets." Reading Rockets. WETA Public Broadcasting, 2014. Web. Retrieved 02 Nov. 2014.
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Steele, William; Kuban, Caelan (2014). "Healing Trauma, Building Resilience: SITCAP in Action".
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1470:"Young Men's Christian Association." Funk & Wagnalls New World Encyclopedia, 2017, p. 1p.
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The term "at-risk" came into use after the 1983 article "A Nation at Risk," published by the
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Matthews, Shelley Keith; Krivelyova, Anna; Stephens, Robert L.; Bilchik, Shay (March 2013).
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From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools
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Blakely, Tony; Hales, Simon; Kieft, Charlotte; Wilson, Nick; Woodward, Alistair (2005).
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2008 Bush Budget:Drastic Education Program Cuts, Funding Reductions and Broken Promises
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567:"Term 'At-Risk Youth' Replaced with 'At-Promise Youth' in California Penal Codes"
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757:"Juvenile Justice Contact of Youth in Systems of Care: Comparison Study Results"
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Smerdon, B (2002). "Students' Perceptions of Membership in Their High Schools".
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Luthar, Suniya S.; Sexton, Chris C. (2004). "The high price of affluence".
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multiple transitions and academic success. Children who are exposed to
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Preventing School Failure: Alternative Education for Children and Youth
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A Statistical Snapshot of Youth at Risk and Youth Offending in Canada
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International Journal of Offender Therapy and Comparative Criminology
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Juvenile delinquency and school dropout are a significant problem in
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Obsuth, Ingrid; Watson, Gillian; Moretti, Marlene (1 January 2010).
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Light In The Darkness: African Americans and the YMCA, 1852-1946
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deal primarily with the United States and do not represent a
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Advising at-risk students in college and university settings
1355:"Factors that Predispose Youth to Risk in Mexico and Chile"
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891:"The global distribution of risk factors by poverty level"
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Princeton City Schools site about the Title I program
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close follow up procedures on truancy and absenteeism.
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Student who requires temporary or ongoing intervention
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U.S. Department of Education Retrieved November.2014.
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Canadian Journal of Criminology and Criminal Justice
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Advances in Child Development and Behavior Volume 32
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Contributing factors documented in the United States
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Australian and New Zealand Journal of Public Health
345:United States Agency for International Development
1564:Out-of-School Time Programs for At-Risk Students
1353:Cunningham, Wendy; Bagby, Emilie (1 June 2010).
1078:"At-Risk Students. ERIC Digest Series Number 21"
1174:"Fostering Resilience in Children. ERIC Digest"
121:National Commission on Excellence in Education
1624:Resources to Aid in Advising At-Risk Students
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43:The examples and perspective in this article
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1545:At-risk Students: Reaching and Teaching Them
1639:'s National Service-Learning Clearinghouse
1332:. National Crime Prevention Centre. 2012.
582:Educational Evaluation and Policy Analysis
189:School environment and community resources
1635:-related information on at-risk youth at
1561:K. Miller, D. Snow, & P. Lauer(2004)
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895:Bulletin of the World Health Organization
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139:History of Prevention for "At-Risk Youth"
81:Learn how and when to remove this message
1603:) is being considered for deletion. See
1461:The YMCA. Web. Retrieved 5 October 2016.
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525:The Journal of Experimental Education
465:Journal of Secondary Gifted Education
355:At-risk programs in the United States
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1136:Research in Higher Education Journal
1543:Sagor, Richard; Cox, Jonas (2004).
952:. HarperCollins New York, NY, 2006.
377:Big Brothers Big Sisters of America
372:Big Brothers Big Sisters of America
1360:. Policy Research Working Papers.
966:. Vol. 32. pp. 125–162.
676:digitalcommons.georgiasouthern.edu
519:Gilstrap, Donald L. (2020-05-01).
260:substance abuse awareness programs
166:Family instability and dysfunction
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1607:to help reach a consensus. ›
1572:Committee on Education and Labor
1507:. University Press of Kentucky.
1035:Journal of Youth and Adolescence
128:American Institutes for Research
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335:A large percentage of youth in
1567:. Retrieved July 9, 2009, from
1172:Benard, Bonnie (August 1995).
761:Criminal Justice Policy Review
349:International Youth Foundation
278:career and technical education
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1576:U.S. House of Representatives
1302:Reclaiming Children and Youth
1197:The Elementary School Journal
972:10.1016/S0065-2407(04)80006-5
537:10.1080/00220973.2019.1659217
114:History of the Term "At Risk"
1076:Donnelly, Margarita (1987).
657:Ladson-Billings, G. (2006).
410:Disengagement from education
848:Ridings, Kelley R. (2010).
57:, discuss the issue on the
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1279:10.1177/003172171309500209
389:and comprehension skills.
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1047:10.1007/s10964-016-0555-6
594:10.3102/01623737015004380
307:At-risk students globally
157:Youth that come from low
1629:Hot Topic: At-Risk Youth
1605:templates for discussion
773:10.1177/0887403411422409
713:10.1177/0306624x17751161
296:Psychological resilience
181:, criminal activity, or
1637:Learn and Serve America
1244:10.3200/psfl.53.1.56-64
817:10.1111/1753-6405.12573
1529:The YMCA History. Web.
1503:Mjagkij, Nina (2014).
1397:Cite journal requires
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625:Sociology of Education
132:Gloria Ladson-Billings
97:is a term used in the
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263:bilingual instruction
215:Racial discrimination
159:socio-economic status
1547:. Eye On Education.
248:remediation programs
172:Dysfunctional family
63:create a new article
55:improve this article
1482:Afterschool Matters
569:. 13 February 2020.
266:employment training
254:child care services
1658:School terminology
1570:Democratic Staff,
948:Levine, Madeline.
415:Minorities at Risk
231:Early intervention
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1578:(2007) FY "
240:Remediation
1374:10986/3819
852:(Thesis).
681:2022-03-28
631:(4): 290.
448:2014-11-20
421:References
290:resilience
283:Resilience
272:mentorship
170:See also:
1490:EJ1095926
1314:EJ1038557
1287:141915220
1252:143550411
1148:EJ1055303
1121:148085659
1018:ignored (
1008:cite book
876:757679098
868:911605736
781:0887-4034
721:0306-624X
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553:204357423
545:0022-0973
509:Services.
59:talk page
1652:Category
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1000:15641462
917:15744404
872:ProQuest
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739:29338563
485:54226355
404:See also
251:tutoring
195:Bullying
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365:Title I
360:Title I
153:Poverty
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641:JSTOR
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61:, or
1549:ISBN
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