An Academic Intervention Model for Underperforming Students
Improve Academic Competencies, Expand Employment Possibilities, Raise Career Aspirations, Prepare Disadvantaged Underperforming Students
This five year skill enrichment project is the collaborative effort between a small rural independent school district and a leading southeastern research university. The school district services approximately 345 secondary students (9th—12th). The student demographics include: standardized test scores among the lowest in the state, 70 percent are economically disadvantaged, 25 percent are African-American and a high dropout and retention rate. The goal of this project is to develop academic intervention models for rural under performing students that promote local economic development through education. Objectives of the initiative include raising student academic performance; encouraging students to pursue careers in math, science and technology; improving student employability skills; and preparing students to matriculate to and succeed in post secondary institutions. This intervention initiative is designed to augment the core curriculum each year as this cohort progresses through their secondary education. To reach project goals, yearly objectives and interventions were planned that built on the previous year’s strategies. The following is a brief summary of the goals, objectives, interventions, and outcomes by grade: 9th grade objectives: Improve writing skills, and broaden career aspirations. Interventions: On-line writing partnerships, creative journalism seminars, interactive field experiences at the University. Outcomes: Improvement in writing skills and more interest in attending college. Product: Cohort produced eight page color tabloid promoting the city as a tourist attraction and family community. 10th grade objectives: continue writing skill development; augment math/science life skills and employment opportunities. Interventions: students create unique enterprises; participate in engineering program and present product at conference. Outcomes: development of unique products with business plans, Product: Cohort, in small groups researched, created and gave a power point presentation of their product and business plans to local businesses and mall managers. 11th/12th grades: Cohort will develop and operate a virtual mall for businesses as ongoing profit oriented enterprises.
Curriculum and Pedagogy; Student Learning, Learner Experiences, Learner Diversity
Paper Presentation in English
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Dr. Elinor L. Brown
Associate Professor, Department of Curriculum and Instruction
College of Education, University of Kentucky
Lexington, Kentucky, USA
Associate Professor, Elinor L. Brown earned her Ph.D. in Education from the University of Akron (UA) in 1998. She is internationally recognized in equity and social justice education through her: series co-editorship of International Advances in Education, Equity, and Social Justice Research published by Information Age Publishing, publications in distinguished national and international refereed journals, numerous national and international refereed presentations, invited international workshops on equity in education; and for conceptualizing, implementing and hosting an international conference for scholars from 10 nations across Western and Eastern Europe, Russia, East Asia and Africa. She currently teaches graduate courses in multicultural education, teacher preparation, foundations of education, and cross-cultural education research. Her commitment to teaching, research and service is evidenced by four awards received through student nominations as a Teacher Who Made a Difference; a university of Kentucky Outstanding Service Award ; and nominations by peers for an American Educational Research Association’s Early Career Award, University of Kentucky’s Teacher of the Year Award and University of Kentucky’s President’s Award for Diversity. Her research interests focus on the development of equitable education opportunities to maximize productive non-exploitive 21st century global citizenship and influencing the cross-cultural perceptions and behaviors of future teachers.
Madison L. Gates
Doctoral candidate, College of Education
Department of Family and Community Medicine, University of Kentucky
Lexington, Kentucky, USA
Madison Gates is currently a Doctoral candidate in the College of Education and a Senior Staff Associate in the Department of Family and Community Medicine. He co-developed and conducted research projects that address the healthcare needs of offenders, implemented and facilitates the Kentucky Department of Corrections Electronic Health Records System, serves as liaison among Kentucky’s corrections Health Services Network and develops and disseminates educational materials and project activities. Previously, he coordinated and co-planned the integration of a National Institutes of Health (NIH) complementary and alternative medicine (CAM) curriculum grant designed to expose medical students, residents, and physicians to non-allopathic practices, co-developed and facilitated curriculum integration and faculty development programs. He has made several peer-reviewed presentations on culture, education and health care. Gates has been the recipient of the prestigious Lyman T. Johnson Associate Fellowship and the Holmes Scholars Scholarship. He is a member of numerous professional organizations including: Department of Family and Community Medicine, six-year Review Clinic and Administrative and Education Committees, Kentucky Corrections Health Services Network as Associate Research Director, facilitator of the Kentucky Department of Corrections Electronic Health Records Team and on the Executive and Advisory committees of the Complementary and Alternative Medicine.