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This paper attempts to interpret the educational problems experienced by at-risk students, demonstrate the outcome of initiatives designed to redress the disadvantage, and, by conceptualising the problems in terms of action by individuals, schools and systems, identify key lessons for policy and practice to improve the educational performance of at-risk students. The paper defines at-risk students as those at serious risk of educational failure and unlikely to succeed in the transition from school to work. The authors discuss several factors associated with educational failure, including individual causes such as lack of intellectual ability, family and school factors, characteristics inherent in education systems, and employment opportunities. Previous attempts to protect at-risk youth from the effects of educational failure are identified and described under three categories. These are specific programs in individual schools, focused intervention programs, and system reform. However, evaluative evidence has shown none of these to be as effective as planned. The authors conclude with an outline of eight key lessons for future policy development and practice.

The volume of collected papers is indexed at TD/IRD 88.133. Show less

This presidential address was given to the British Educational Research Association (BERA) at their annual conference at the University of Sussex in September 1999. Mortimore begins by setting Britain in an economic and world context. He particularly notes uneven development and change, the pervasive effects of the widening gap between rich and poor, and the profound influence of changes in communications and information technology. He comments on prevailing educational policy making and educational practice, noting both the current and previous governments' reluctance to accept educational research that does not support their policies. The main thrust of the speech poses seven questions. What does the term educational research include? What are the major tasks of educational research? What are the successes of educational research? What are the failures of educational research? Why is educational research attacked so frequently? Would we miss educational research if it did not exist? How can we enhance the value of educational research? He urges independence from government and concludes that BERA must become a better learning organisation and resist attempts to have educational research controlled. He asserts that it is vital to ask difficult questions, be rigorous in demanding evidence, generate new knowledge, formulate new theories and be unafraid to speak up. Show less