Middle School Vocational Teachers' Knowledge of the Characteristics of At-Risk Learners

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.