A r c h i v e d  I n f o r m a t i o n

THE NATIONAL INSTITUTE FOR THE EDUCATION OF AT-RISK STUDENTS

FIELD-INITIATED STUDIES GRANT AWARDS FOR FY 1997

Literacy Instruction for Adolescent English Language Learners

This study will examine whether single language instruction or two-language instruction is more effective with low-literacy students, using recent arrivals to the United States as subjects. The results of the project will have applications to all populations of adolescent students with limited native language literacy.

Contact:

Anna Uhl Chamot George Washington University 2134 G Street, NW Washington, D.C. 20052 (202) 994-0331 Year 1 Funding: $214,999 Project Period: 3 years

Providing Opportunities for English Learners to Show What They Know and Can Do: Assessment Strategies

This project examines whether the use of assessment accommodation helps Limited English Proficient students increase their performance levels and affects the validity of test scores. In addition, the research focuses on identifying assessment strategies to promote excellence and equity for at-risk LEP students.

Contact:

Anne Hafner Education Foundations California State University 5151 State University Drive Los Angeles, CA 90032-3253 (213) 343-4361 Year 1 Funding: $68,765 Project Period: 2 years

Athletic Investment, Academic Promise: How Participation in School Sport May Foster Academic Resilience and Investment Among At-Risk Students

This project will analyze how sport participation affects academic and personal resilience outcomes among diverse student subgroups, especially those at-risk of school failure. It also will suggest how schools might provide incentives to encourage students to generalize athletic investment strategies to the core academic arena.

Contact:

Jomills Henry Braddock University of Miami P.O. Box 248162 Coral Gables, FL 33124-2208 (305) 284-5405 Year 1 Funding: $124,641 Project Period: 3 years

The Impacts of Alternative School Restructuring Designs of At-Risk Learners: A Longitudinal Study

The study will examine outcomes of systemic school restructuring reform efforts on at-risk learners in a large urban school district. In the final year, results will be compared with an external site using restructuring designs.

Contact:

Steven M. Ross Center for Research in Educational Policy College of Education University of Memphis Memphis, TN 38152 (901) 678-3413 Year 1 Funding: $385,951 Project Period: 3 years

Resiliency-Enhancement: Programmatic Support for Ethnically Diverse Urban Youth

This project explores the impact of a health information focused program whose goals support increasing school success. The major goal of the research is to use qualitative and quantitative methods to evaluate the efficacy of the program’s services to urban youths.

Contact:

Margaret Beale Spencer Graduate School of Education University of Pennsylvania 3700 Walnut Street Philadelphia, PA 09104-3246 (215) 898-1550 Year 1 Funding: $108,266 Project Period: 3 years

The Transition Out-of-School Among Urban Youth

This project extends an on-going panel study of urban youth as they make the transition out of school. One aim is to determine, from data collected beginning in grade 1, why some do well and others do not. A Life History Calendar, covering activities following school departure, will focus on how earlier life experience and schooling affects the developmental path these students take.

Contact:

Karl L. Alexander Department of Sociology Johns Hopkins University 3400 N. Charles Street Baltimore, MD 21218 (410) 516-6178 Year 1 Funding: $156,702 Project Period: 3 years

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