Abstract
Purpose. The purpose of this study was to describe practices and strategies that academically successful middle schools have in place to provide support for at-risk students. Also, the study provides evidence for the effectiveness of each support practice and strategy as perceived by the school principal. In addition, the study acknowledges processes that middle schools use when identifying at-risk students. Methodology. Forty-four public middle schools were chosen to participate in this study. Schools had to meet the criteria for this study, which was: Received a 2001–02 state similar school ranking of 8, 9, or 10; for the past three years met statewide API goals (5 percent increase school-wide and within each major subgroup). Data were collected through one-on-one telephone interviews. Findings. Data suggest successful middle schools have identified and implemented school-wide strategies, processes, or interventions to provide support for at-risk students. Data also suggest there is a plethora of strategies that could be duplicated at other schools. Conclusions. The following conclusions were made: (1) Principals were cognizant of the need to provide targeted support for at-risk students, (2) multiple support strategies were used by schools, (3) small amounts of formal reflection took place to determine success of support strategies, (4) common support strategies used by schools focused on increasing student reading skills, (5) staff training is critical to providing better support for at-risk students, (6) principals recognized the importance of school to home communication (most stated they were weak in this area), and (7) data suggested human manpower as the greatest resource. Recommendations. The following recommendations are made: (1) Schools should recognize the crucial role in providing support for at-risk students, (2) district leadership should provide principals with time to share and seek out school-wide support strategies with colleagues, (3) school staffs should become knowledgeable about the needs of at-risk students enabling them to provide meaningful support, (4) middle school principals and staffs need to be able to implement school-wide strategies, processes, or interventions with students and their parents, and (5) schools should proactively seek ways to increase parent communication and cooperation.