Document Type

Peer-Reviewed Article

Publication Date

8-2017

Journal Title

NABE Journal of Research and Practice

Volume

8

Issue

1

Version

Publisher's PDF

Publisher's Statement

This article was initially published in NABE JRP.

Abstract

Students with Interrupted Formal Education (SIFE) are underrepresented in the professional literature. The purpose of this research brief is to contribute to an emerging line of research by documenting the variable of existing programs which were created specifically to meet the unique needs of the growing SIFE population. The delivery models and actionable practices for SIFEs reported in this paper are a result of a year-long study conducted in three diverse, near-urban school districts. An analysis of the programs and recognition of their strengths and weaknesses, as well as their documented impact, benefit, and success for learning were considered. Findings indicated that with strong teacher involvement, district-wide planning, access to quality materials, and a keen understanding of the cultural and economic circumstances of the SIFE population, academic success is achievable. This study adds significantly to the emerging scholarly dialogue noting which factors support successful SIFE programs, while acknowledging the unique cultural and academic needs of SIFEs (Marshall & DeCapua, 2013).

Related Pillar(s)

Study

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

Included in

Education Commons

Share

COinS