Supporting At-Risk Students in Completing a College Preparatory Program At the Comprehensive High School: A Delphi Study

The purpose of this study was to provide insight into practices that support the at-risk high school student in completing a college preparatory program at the comprehensive high school using a Delphi Method. Methodology: This mixed-methods research study analyzed the perceptions of expert administrators, teachers, and counselors in Orange County, California, specifically to describe, understand, and rate the support systems that need to be in place, the actions necessary for implementation of those support systems, the barriers to implementation of those support systems, and the actions necessary to overcome those barriers, in an effort to assist the at-risk high school student to complete the requisite high school college preparatory program necessary to enroll in a 4-year college. In addition, the study was designed to identify the similarities and differences that exist between the expert secondary administrators, teachers, and counselors. Findings: Expert administrators, teachers, and counselors identified the following 5 most significant support systems: (a) culture of caring/support on campus; (b) using a three-prong approach for support-teachers/counselors/families; (c) highly qualified teachers utilizing alternative approaches to teaching, frequent checking for understanding, scaffolding curriculum and modeling visible thinking; (d) rigorous, engaging curriculum; and (e) early identification. The experts identified the following 5 most significant barriers to implementation of the support systems: (a) attendance issues; (b) mental health issues; (c) attitude of staff---unwillingness to work with at-risk students; (d) defeatist attitude of student, and (e) finding adults who are willing to do what it takes. Conclusions: All 3 groups reached consensus on the 5 most important systems of support and the 5 most important barriers to successful implementation. They suggested strategies to ensure that these systems were in place at the comprehensive high school and identified actions necessary to overcome the barriers to successful implementation. Recommendations: Further research is recommended to provide additional insight into best practices and protocols for supporting the at-risk student in his/her pursuit of postsecondary education and to expand on these best practices and protocols.