Payment of fees does not guarantee certification. Most at-risk students learn differently and not at all slowly when they are engaged appropriate to their learning styles and needs. High expectations that are reasonable and reachable are called for with an integration of academic and work-based learning. Meaning is a key component to learning, and especially for at-risk learners. Acceleration is accomplished by setting high and clear goals , with meaningful material , matched to learning style - meaning each student has their learning individually prescribed.
All academic achievement rests solidly on the ability to read and comprehend well.
In schools where such a program is well implemented, student conduct improves significantly and substantially. A personalized curriculum holistically recognizes that one cannot separate academics from personal issues and is structured to deliberately and definitively address issues interfering with achievement and success in all facets of a student's life. A solid work component with major emphasis on developing a positive and productive work ethic is essential to high school age at-risk students. School-based businesses run by students are highly encouraged. Smaller School and Class Size Research does not conclusively show a direct correlation between smaller class size and increases in achievement scores.