| High school seniors who are at risk of dropping out typically have a difficult time understanding and passing Economics---a graduation requirement in New York State, and a keystone in our democracy---often because they find the content irrelevant, too difficult, or they are distracted by the countless issues that are also the cause of their at-risk status. Research indicates that at-risk students become successful when content is relevant and individualized. This study examines the elements of successful at-risk programs and suggests that a combination of these evidence-based strategies with a relevant contemporary issue can be used quite effectively to teach broader economic theory to at-risk students. |
