Abstract
The purpose of this study was to determine middle grade vocational teachers' knowledge of the characteristics of at-risk learners; whether groups of teachers (business education, family and consumer science education, technology education) differ significantly on the variables studied. The sample included 392 middle grades (5 - 8) vocational teachers in the state of Georgia. A two-page questionnaire consisting of 19 items was mailed to the participants. Data analysis involved the use of descriptive and inferential statistics. The findings revealed that overall the middle grades teachers had considerable knowledge of the characteristics of at-risk learners. Respondents were able to identify the characteristics of the at-risk learners as reading below grade level, being older than their peers, excessive absenteeism, and lack of involvement in extracurricular activities. The areas where the teachers displayed the least knowledge were grade level attained by most dropouts, when the highest incidence of dropping out occurs, number of grades failed by dropouts, range of dropout IQ, and teachers' success rate for convincing dropouts to return to school. There was no difference in teachers' overall knowledge of the characteristics of at-risk learners based on subject matter taught.
Highlights
Every attempt to define or describe at-risk youth includes the term dropout, and the problem of the school dropout is not a new one
Most authors have agreed that early identification of at-risk students is a necessary component of any dropout prevention program (Trusty & Dooley-Dickey, 1991)
The areas where the teachers displayed the least knowledge were grade level attained by most dropouts (36%), when the highest incidence of dropping out occurs (29%), grades failed by dropout (25%), range of dropout IQ (42%), and teachers chances to encourage dropouts to stay in school (19%)
Summary
An instrument was adapted from Soderberg (1988) and was used to assess middle school vocational teachers' knowledge concerning characteristics of at-risk learners. To identify middle school vocational teachers knowledge of the characteristics of at-risk learners, instruments were scored using the answer key, and the percentage of correct responses for each item was calculated (Table 1). The final item of the instrument which was answered incorrectly by a majority of the respondents was, "If you personally contacted a dropout what chance would you have of encouraging them to return to school?" Seventy percent (N = 273) said a 15% - 30% chance; yet research has demonstrated that teachers have a 40% - 60% chance (identified by only 19% of this sample). Analysis of Variance (ANOVA) was used to determine whether groups of middle school vocational teachers (business, family and consumer science, and technology) differed significantly on overall knowledge of characteristics of at-risk learners. And consumer science teachers were more likely to know that correct answer
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