Abstract
The purpose of this study is to gain understanding of the factors that cause children to be at-risk for school failure, while also exploring models, methods, and techniques that are effective in working with these children to avoid a negative outcome. The paper outlines the significance of the study and provides an explanation of the method, limitations, related literature and includes a number of conclusions and recommendations drawn from the experiment.

From the Paper
"The significance of the problem is that everyone loses when children fail to succeed in the schools. The child probably suffers the most, denied the opportunity to develop a strong sense of capability and worth, and often denigrated, criticized, and shamed. Besides the personal damage done to the child who always feels a failure, there is considerable social damage. The economy suffers from the lack of skilled workers. The social fabric suffers from the crime and poverty that seems to follow school failure. For example, juvenile delinquency is highly correlated with school problems, including drop-out rates and the inability to read effectively (Hodgkinson, 1992). There are other costs to the community, including special remedial programs and welfare."

Tags:experiment, special, education, disadvantaged, handicap, support, welfare

Abstract
This paper investigates how the sexual abuse of children has an effect on at-risk youth behavior. The paper explains the relationship between being sexually abused as a child and youth behavior and then takes a look at how this problem is being addressed by the family, school, social service agencies and/or the government. The paper also focuses on ways to assist children, who have been sexually abused, avoid at-risk behaviors.

Table of Contents:
Introduction
The Sexual Abuse Of Children And Its Impacts
How Sexual Abuse Of Children Has An Affect On At-Risk Youth Behavior
How This Problem Is Being Addressed
Solutions To Assist Children Who Have Been Sexually Abused

From the Paper
"Lastly this particular research also found that depression did not necessarily explain the correlation between child sexual abuse and high risk sexual behaviors. This finding is actually consistent with previous research which has evaluated the interaction effects of emotional status and sexual abuse as it related to high risk sexual behaviors. The study found there were no interaction effects of depression on the correlation between child sexual abuse and sexuality variables such as the amount of unwanted pregnancies (Addy et al 2003). On the other hand, girls with high anxiety scores who also had experienced child sexual abuse had the most significant number of unwanted pregnancies (Addy et al 2003). In addition, Morrill, Kasten, Urato, and Larson (2001) discovered that depression and problems with drug and alcohol addiction did not serve as a link between sexual abuse and sexual risk in a sample of both women and men in substance abuse facilities in Massachusetts (Addy et al 2003). Overall such findings propose that the affects of child sexual abuse impact sexual behaviors through a social learning process (Addy et al 2003). That is this process is developed as a result of modeling and reinforcement as opposed to indirect contributory factors such as depression (Addy et al 2003)."

Tags:adolescent, assault, drug

Abstract
This paper discusses and analyzes programs, termed intervention programs, that are designed to help children catch-up with their counter-parts in academic settings and prevent them from being retained. The study focuses on intervention programs at middle schools and, more specifically, whether intervention programs such as teaching students study skills are successful in helping students achieve success.

Introduction
The At-Risk Child
Retention
Social Promotion
Intervention Programs
Study Skills
Justification of the Study
Statement of the Problem
Research Question
Hypothesis
Definition of Terms
Significance of the Study
Outline of the Study
Literature Review
Methodology

From the Paper
"President George W. Bush signed the Elementary and Secondary Education Act (ESEA) known as the No Child Left Behind Act into law on January 8, 2002. President Bush, like many former Presidents, claimed education as a top priority in his administration. The Act has four critical components, which include: (1) mandating states to create standards, and then to test students frequently focusing on "adequate yearly progress," (2) giving states and local schools more control over federal funding dollars, (3) allowing parents the choice as to which school their child attends if their current school is identified as "failing", and (4) directing more funds toward research-based programs with a heavy emphasis on reading and professional development for teachers (www.nochildleftbehind.gov/next/overview/index.html--I have). No longer, says the legislation, will we allow our schools to fail our children. All children must be competent in the core academic areas and must be achieving at grade level. However, current reality is that many children are failing. What happens to a child who fails? Over the years there have been two philosophical approaches to the failing child. One recommends retention in the grade until the child demonstrates the necessary competencies. The other holds that students should be kept with their peers regardless of performance for the emotional health of the child (social promotion). While all children have the potential to suffer academic problems in school, specific demographics - some based on race, ethnicity, or parents education, among others - are targeted as the most at-risk."

Tags:failure, home, life, occurrences, personal, experiences, low-socioeconomic, backgrounds

Abstract
Looping, which is also known as multi-year teaching or multi-year placement, occurs when teachers are promoted with their students to the next grade level, staying with the same group of children for two or three years. This paper introduces the educational process of looping, as well as evaluates the benefits that looping can have on students. It also addresses the individual needs of at-risk children, and explains how looping effects these children.

Table of Contents
Abstract
Introduction
Statement of the Research Problem
Review of the Literature
Hypothesis
Method
Research Question Overview
Operational Definition
Subjects
Setting/Site
Instruments and Materials
Design and Procedures
Data Analysis

From the Paper
"Studies show that one of the most critical factors influencing the positive development of at-risk children is attachment to at least one adult who believes in the child and provides acceptance and support for the child (Hawkins, 1995). Pro-social behavior often occurs when children bond with pro-social adults, such as parents and teachers, adopting their beliefs and values (Hawkins). On the other hand, antisocial behavior occurs when children bond to antisocial individuals, like gang members, adopting their beliefs and values. For positive bonding to occur, there must be an opportunity for bonding to take place, as well as cognitive and social skills to support the bonding opportunities and a consistent system of recognition and reinforcement for accomplishments (Hawkins)."

Tags:Milburn, Carnegie, Foundation, F.A.S.T

Abstract
This paper discusses problems encountered by HIV at-risk populations, especially women and children, adolescents, gays and lesbians, persons of color, and international populations.

Abstract
The paper looks at the support provided by two alternative high schools in Milwaukee, specifically, Assata and Grandview high schools. The paper then looks at general research on alternative schools. The paper concludes that if Milwaukee's alternative school teachers and administrators can match the positive values that are illustrated in updated surveys of the best alternative schools in the nation they will be doing a wonderful job for students in Milwaukee.

Outline:
Milwaukee Alternative Schools
Research on Behavior Reassignment Schools

From the Paper
"The emphasis at Assata clearly is directed towards African American students - an "African centered cultural environment" - with staff that are "sensitive" and "familiar with multiple pedagogical methods necessary to enable learning and personal development" (MPS). The precise reasons for students being assigned to Assata are not listed in the school's profile, but this school is clearly beneficial to at risk students whose families back them up, and who really desire to get a high school education.
"Benefits for Assata students include: a) involvement with outreach programs like Habitat for Humanity; b) counseling and guidance; c) technology-assisted educational curriculum; d) drug and alcohol abuse education programs; e) before and after school tutoring; f) parenting programs; g) sports participation (basketball, football) in collaboration with nearby high schools; h) programs for students with "special needs"; and i) career counseling (MPS)."

Tags:teachers, proficiency, deficiencies, administrators

Abstract
A comprehensive analysis of the legality of parents denying their children access to health care on the basis of their involvement in a "faith healing" religion such as Christian Science or Faith Tabernacle. The paper explains that for some residents of the United States, traditional medicine is not religiously acceptable in the face of sickness. On the contrary, these residents are so strongly against medicine that they will not even allow their children to see a doctor if they suffer from life threatening illnesses. It discusses how many followers of these religions are denying the use of traditional medicine and joining a movement that shies from what society considers the norm for treating sickness by putting their belief in God's ability to heal their family's illnesses. The paper argues however, that parents' religious convictions about the disuse of any type of medicine for their children should not be allowed as a legal means of denying their children this medicine because these convictions often cause the needless deaths and suffering of many children whom medical care would have helped.

From the Paper
"For centuries America has debated to what extent church and state should be separated. More recently the argument about the disuse of medical treatment for religious reasons and the resulting deaths of the children of certain religious organization's followers has arisen. Since the seventeenth century when settlers came to America to escape religious persecution and seek religious freedom, the issue of separation of church and state has been in debate (Council 1). However, not all religions were given equal rights before the Bill of Rights was created: in Boston anyone preaching outside the established church could be fined or banned from the settlement (Weiss 11). Also, in areas that practiced South Anglicanism, those who spoke out against the Christian faith were sentenced to death (Weiss 11). However, the first amendment to the American Bill of Rights, which was passed in September of 1789, changed these discriminatory practices on a federal level and caused less religious discrimination to occur (Weiss 31). This amendment states: "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof" (Bartlett 3). This amendment did not, however, guarantee the protection of United States citizens from state religious discrimination; but the fourteenth amendment, which was passed at a later date, did (Weiss 32). Opponents for and against parents' rights to deny their child medical care based on religious convictions are eager to solve the question of the relationship of church and state and the necessity of parents to obtain medical care as required by state governments. This issue has thus become a pressing argument that must be solved quickly because many children's lives are at stake."

Tags:abuse, children, christian, faith, healing, illness, law, medicine, science, tabernacle

Abstract
Discusses how child care centers & play areas in fast-food restaurants place young children at a health risk. Lack of hygiene in day care centers & play areas. How parents & caregivers can be educated on how to reduce risks of transmitting illness from one child to another. Role of nurses in education process. Examaines whether simple handwashing can prevent the spread of infection.

From the Paper
"Child care centers and play areas such as ball pits at fast-food restaurants are both places where young children are at risk for exposure to illness and infectious diseases because of their interaction with many other children, with items used by other young children, and with staff who have interacted with other young children and their playthings. Common illnesses transmitted in such a way include diarrhea and upper respiratory tract infections. This means that special care needs to be taken to prevent the spread of illness and infectious diseases in these places, and simple measures need to be developed to help reduce the incidence of infection. In the case of ball pits, procedures to maintain the hygiene of the area need to be instituted.
In child care centers, the staff are often overworked and don't..."

Abstract
This research paper analyzes the specific challenges educators face when teaching bilingual children with special education needs. Specifically, it attempts to address whether early intervention for at-risk bilingual children with disabilities and other handicaps or other specific tools and academic strategies will improve learning outcomes. The paper also provides statistics on the unique challenges educators must address when working with special education bilingual students.

Table of Contents:
Abstract
Introduction
Problem Statement
Background
Preliminary Literature Review
Methods
Theoretical Framework & Data Collection

From the Paper
"Amato & Baca (1989) note that throughout history bilingual education has shifted multiple times, from "nonbiased native-language assessments" to specific services directly related to a student's special needs and bilingual ability (168). Many consider the field of bilingual special education one that is emerging and growing. Baca & Cervantes (1989) note a need for a bilingual special education "interface" exists that incorporates training for special education students and teachers (168). Amato & Baca (1989) observe that certain teacher competencies are clearly necessary for bilingual special education teachers, competencies that must be more clearly defined. Neuman & Roskos (1997) and other researchers including Gonzalez-Bueno (2003) suggest promoting literacy among bilingual special education students should be a primary concern for educators. They suggest use of a bilingual alphabet will help facilitate this process."

Tags:handicap, BINL, minority

From the Paper
"This paper is a history of the treatment and consideration given in American education to students who are now classified as "at-risk." The term is a relatively recent coinage, reflecting the newness of educators' recognition that a measurable portion of students, beyond those with evident physical or mental handicaps, have special educational needs. Comprehending what educators mean by the term "at-risk," which has become more an acknowledgment of economic disadvantage and less a categorization of biological abnormalities, is essential to understanding the ways in which such children have been treated throughout the development of the educational system in the United States.

Historically, the concept of compulsory education for all as an individual right and a societal necessity developed while the..."