Public schools can be environments in which students exhibit either tremendous achievement and growth or complete stagnation and decay. Public school districts, schools, administrators, and teachers continue to struggle to address the needs of children in dire conditions, within a climate of high-stakes accountability. Many of these children experience risk factors, such as single-family households, low incomes, and crime-ridden environments. However, these risk factors do not mean that they cannot experience school success. There are enough data to show that at-risk learners can be reached.
Drame, E.R. (2006), "Effective Administrative Strategies for Inclusive Charter School Settings", Obiakor, F.E., Rotatori, A.F. and Burkhardt, S. (Ed.) Current Perspectives in Special Education Administration (Advances in Special Education, Vol. 17), Emerald Group Publishing Limited, Bingley, pp. 87-97. https://doi.org/10.1016/S0270-4013(06)17006-3Download as .RIS
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