Action Based Research

Problem: Does having a

Student Achievement
Advisor increase
academic success with
at risk youth at Coon
Rapids High School.
By Mal Edwards
PROBLEM SLIDE

 Background of the Problem: At-risk youth face mental health issues, poverty, can be
transient and face homelessness, have poor attendance, face language and cultural
barriers, lack of social support, and often have high disciplinary action. etc...Creating
barriers to academic success.
 Student Achievement Advisor: Provides academic coordination and support with
identified students who are referred to the advisor. The advisor will then identify what
student needs are in terms of support to increase student academic achievement.
 This includes coordinating supports such as pairing student with tutor, referring to other
social supports such as a counselor or social worker, and referred to special education
evaluation, if needed.

 Marginalized Group: At risk youth with low academic achievement at Coon Rapids
High School.

Mal Edwards
 PLAN SLIDE
IDENTIFICATION OF THE DATASET: The data set will be identified at-risk
youth and their grades, serviced by the Academic Achievement
Advisor at Coon Rapids High School.

DESCRIBE
DESCRIPTION OF THE DATA: The data
THE INTENDED ANALYSIS:
will be identified at-risk youth at Is there a statistical
Coon Rapids high school during the difference in grade scores
2017-2018 academic school year,
their respective grades (A-F) on a
earned from the 1st
percentage score during the school trimester and the 3rd
year- using a specific reporting trimester of at-risk youth.
system by grade level, that were
referred and received services from
an academic achievement advisor.
LITERATURE REVIEW
BY MAL EDWARDS
LITERATURE REVIEW
Basch, C. E. (2011). Healthier Students Are Better Learners: A Missing Link in School Reforms to
Close the Achievement Gap. Journal of School Health, 81(10), 593-598.

This article looks at the health impacts of urban youth, recognizing that students
who aren't motivated can't learn. However, increasing student health cannot not be left to
schools. Community collaboration must exist to overcome poverty, health, and increasing
educational achievement. The article proposes this issues gets moved to the National, State,
and local levels.

Cox, R. G., Zhang, L., Johnson, W. D., & Bender, D. R. (2007). Academic Performance and
Substance Use: Findings From a State Survey of Public High School Students. Journal of School
Health, 77(3), 109-115.

This article identifies that low academic achievers are more likely to smoke cigarettes, drink
alcohol, and other illicit drugs. Through a research study, this article suggests that multifaceted
approaches are needed to tackle low academic achievers and substance use. While also
dissuading student involvement in risky and problem behaviors. Both interventions may improve
low levels of academic achievement and behaviors that contribute to poor health in adulthood.
LITERATURE REVIEW
Crosby, S. D., Day, A. G., Baroni, B. A., & Somers, C. L. (2015). School Staff Perspectives on the Challenges
and Solutions to Working With Court-Involved Students. Journal of School Health, 85(6), 347-354.

This article addresses the unique needs of court-involved students. Often, students have experienced
acute and chronic trauma adversely impacting their emotional well-being and overall academic
achievement. Teachers and school staff can play a role in these students' educational success, but they
need trauma specific knowledge and resources to be effective. This includes trauma specific knowledge,
proper self-care, support from administration, in order to implement non-traditional and creative teaching
strategies.

Khalifa, M. (2013). Promoting Our Students: Examining the Role of School Leadership in the Self-Advocacy of
At-risk Students. Journal of School Leadership. V. (23.) p. 751-788.

This article reviews how an alternative school principal taught self-advocacy skills to at-risk students
and their parents to promote their educational interests and school inclusion. Through this process
there was increased trust, participation, and student achievement. Direct relationships between
administration and students were vital in the process, as well as building strong school-community relations.
LITERATURE REVIEW
Lever, N., Sander, M. A., Lombardo, S., Randall, C., Axelrod, J., Rubenstein, M., & Weist, M. D.
(2004). A Drop-Out Prevention Program for High-Risk Inner-City Youth. Behavior
Modification, 28(4), 513-527.

This journal suggests that dropout prevention programs, if differentiated to meet specific
needs of the students have increased academic outcomes. The students with the
lowest academic levels initially had greater success rates. Additionally, students who
dropout of high school are more likely to suffer negative health outcomes.

Masten, A. S., Fiat, A. E., Labella, M. H., & Strack, R. A. (2015). Educating Homeless and Highly Mobile
Students: Implications of Research on Risk and Resilience. School Psychology Review, 44(3), 315-330.

Homeless and highly mobile students fall higher on a cumulative risk factors than other at-risk indicators.
This article highlights the importance of identification, assessment, administrative data, outreach, and
communication to ensure mandated educational rights of homeless children are met. Early childhood
family education, screenings, and access to quality programs to prevent achievement disparities are
essential in building resilience among this population.
LITERATURE REVIEW
Montgomery, G. T., & Hirth, M. A. (2011). Freshman Transition for At-Risk Students: Living with
HEART. NAASP, 95(4) 245-265.

This journal article looked at a high school freshman transition program for at-risk students. Overall
experiences of the participants affirmed that transition programs for at-risks students must provide a
sense of belonging, teachers must be able to build strong relationships with students, and life-skills should
be a component. For at-risk students, a successful transition to this period is imperative for their hopes
and dreams of a better life. Yet, these transition programs are not necessarily in indicator of academic
achievement throughout their career.
Miller, F. G., Cook, C. R., & Zhang, Y. (2018). Initial development and evaluation of the student
intervention matching (SIM) form. Journal of School Psychology, 66, 11-24. doi:10.1016/j.jsp.2017.10.005

This article identified the gaps in research and practice regarding identification models for at-risk
students. The researchers utilized a tier 2 intervention, the Student Intervention Matching (SIM) form. It
was identified in the research that it worked in identifying improved academic outcomes, without
using a one size fits all approach.
LITERATURE REVIEW
Sanders, J., Munford, R., & Boden, J. (2018). Improving educational outcomes for at-risk
students. British Educational Research Journal, 44(5), 763-780. doi:10.1002/berj.3462

This journal article reviews a longitudinal study of at-risk students and factors that
increase their success in school. At-risk students requires a pan-system approach for even
minimal increase in student success. Formal services, positive peer groups, and safe and
respectful classrooms that attend to diverse student needs make minimal impacts over time to
at-risk student sucess.

Xiang, M., Xiangli, G., Jackon, A., Xiazan, W., & Qiang, G. (2017). School Psychology International, Vol. 38
(6) 647-663.

This research article looks at whether there was an association between health-related physical fitness (PF),
skill-related PF, and academic achievement among adolescents. Depression was used to mediate the
association between PF and academic achievement. Results of the article suggest physically fit
adolescents show positive mental health functioning and increased academic achievement. Enhancing
adolescent health and academic performance is a global research agenda.
REFERENCES
 Basch, C. E. (2011). Healthier Students Are Better Learners: A Missing Link in School Reforms to Close the Achievement
Gap. Journal of School Health, 81(10), 593-598. doi:10.1111/j.1746-1561.2011.00632.x
 Cox, R. G., Zhang, L., Johnson, W. D., & Bender, D. R. (2007). Academic Performance and Substance Use: Findings From a State
Surv ey of Public High School Students. Journal of School Health, 77(3), 109-115. doi:10.1111/j.1746-1561.2007.00179.x
 Crosby, S. D., Day, A. G., Baroni, B. A., & Somers, C. L. (2015). School Staff Perspectiv es on the Challenges and Solutions to
Working With Court-Involved Students. Journal of School Health, 85(6), 347-354.
 Khalifa, M. (2013). Promoting Our Students: Examining the Role of School Leadership in the Self-Advocacy of At-risk
Students. Journal of School Leadership. V. (23.) p. 751-788.
 Lev er, N., Sander, M. A., Lombardo, S., Randall, C., Axelrod, J., Rubenstein, M., & Weist, M. D. (2004). A Drop-Out Prev ention
Program for High-Risk Inner-City Youth. Behavior Modification, 28(4), 513-527. doi:10.1177/0145445503259520
 Masten, A. S., Fiat, A. E., Labella, M. H., & Strack, R. A. (2015). Educating Homeless and Highly Mobile Students: Implications of
Research on Risk and Resilience. School Psychology Review, 44(3), 315-330. doi:10.17105/spr-15-0068.1
 Montgomery, G. T., & Hirth, M. A. (2011). Freshman Transition for At-Risk Students: Liv ing with HEART. NAASP, 95(4) 245-265.

 Miller, F. G., Cook, C. R., & Zhang, Y. (2018). Initial dev elopment and ev aluation of the student intervention
matching (SIM) form. Journal of School Psychology, 66, 11-24. doi:10.1016/j.jsp.2017.10.00
 Sanders, J., Munford, R., & Boden, J. (2018). Improving educational outcomes for at-risk students. British Educational Research
Journal, 44(5), 763-780. doi:10.1002/berj.3462
 Xiang, M., Xiangli, G., Jackon, A., Xiazan, W., & Qiang, G. (2017). School Psychology International, Vol. 38 (6) 647-663.