At-risk high school students examine practices, obstacles, and action plans for democratic school reform.

Abstract

This study examines the perceptions of at-risk high school students to the application of the nine practices of the high achieving schools (O'Hair, 1999). The research method was qualitative naturalistic. Data sources included individual and focus group interviews, observations, documents, and the responses from a Rubric. Six students were observed and interviewed.

Results indicated that once these students practiced the use of the I.D.E.A.L.S., a change in their approach to learning took place. Reoccurring themes in their perceptions focus on action plans they developed to overcome obstacles. Findings can add to the body of knowledge related to school reform efforts that prompt educators to reach out and expand school boundaries to include students who are at risk of academic failure.