Date Approved

4-28-1998

Embargo Period

8-10-2016

Document Type

Thesis

Degree Name

M.A. in Educational Leadership

Department

Educational Services and Leadership

College

College of Education

First Advisor

Capasso, Ronald L.

Subject(s)

Oakcrest High School (Mays Landing, N.J.); Interns (Education); School administrators--Training of

Disciplines

Educational Leadership

Abstract

Early identification of academically at-risk students combined with effective intervention has a significant impact on the academic performance of academically at-risk students. Students were identified as academically at-risk if they failed two classes in one report period or if they failed one class twice during their eighth grade year.

Faculty members volunteered to serve as mentors for these students. Through advising, referring to student resource personnel, reviewing work, or providing a quiet place to study, teachers were committed to providing additional time and assistance to their mentees' educational process.

The identified students were also given contact time and opportunities to meet with community organizations who were committed to serving as mentors.

The intervention provided by the faculty mentors proved successful. The result of the first semester indicated that more than 50% of the identified students were academically successful and remained eligible to participate in extracurricular activities.

It is the conclusion of this intern that identifying academically at-risk students prior to their entering high school and organizing volunteer faculty mentors to assist in their educational process should become standard procedure.

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