A Study of the Impact of an Alternative Intervention Program on Improving Student Achievement, Attendance, and Discipline PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download A Study of the Impact of an Alternative Intervention Program on Improving Student Achievement, Attendance, and Discipline PDF full book. Access full book title A Study of the Impact of an Alternative Intervention Program on Improving Student Achievement, Attendance, and Discipline by Beverly B. Allen-Hardy. Download full books in PDF and EPUB format.
Author: Beverly B. Allen-Hardy Publisher: ISBN: Category : Alternative education Languages : en Pages :
Book Description
This mixed methods study sought to examine student perceptions of the impact of an alternative intervention program (AIP), and provide a framework meant to inspire programs in other locations. Focusing on attendance, discipline, and academic achievement data, this study examined what factors motivate successful alternative education students to succeed upon their return to the comprehensive setting, and identify support factors that foster resiliency. Qualitative data were collected through three focus groups of students who were either new to the program, enrolled in the program for at least a nine-week period, and students who successfully completed a nine-week placement. Six adult students who completed the program and received a high school diploma were in-depth interview participants. Quantitative data were collected using student records. Results indicated differences in the students' perception of grades earned and the actual grades received. Students were able to maintain their attendance, grades, and discipline during the alternative program enrollment, but scored lower in English and Mathematics after leaving the program than they did prior to attending the program. The fast pace and rigor of a standards-based curriculum in a comprehensive setting proved challenging for students in need of a caring, nurturing environment that offered individualized instruction. Students overwhelmingly attribute their success in the alternative program to a caring staff, and flexible scheduling within a structured environment. This study revealed the need for a more structured process to transition students from the alternative to comprehensive settings. Students could literally be in the alternative setting today and in the comprehensive setting tomorrow, with very little support or guidance. This led to repeated disciplinary offenses and for some students, their return to the alternative setting.
Author: Beverly B. Allen-Hardy Publisher: ISBN: Category : Alternative education Languages : en Pages :
Book Description
This mixed methods study sought to examine student perceptions of the impact of an alternative intervention program (AIP), and provide a framework meant to inspire programs in other locations. Focusing on attendance, discipline, and academic achievement data, this study examined what factors motivate successful alternative education students to succeed upon their return to the comprehensive setting, and identify support factors that foster resiliency. Qualitative data were collected through three focus groups of students who were either new to the program, enrolled in the program for at least a nine-week period, and students who successfully completed a nine-week placement. Six adult students who completed the program and received a high school diploma were in-depth interview participants. Quantitative data were collected using student records. Results indicated differences in the students' perception of grades earned and the actual grades received. Students were able to maintain their attendance, grades, and discipline during the alternative program enrollment, but scored lower in English and Mathematics after leaving the program than they did prior to attending the program. The fast pace and rigor of a standards-based curriculum in a comprehensive setting proved challenging for students in need of a caring, nurturing environment that offered individualized instruction. Students overwhelmingly attribute their success in the alternative program to a caring staff, and flexible scheduling within a structured environment. This study revealed the need for a more structured process to transition students from the alternative to comprehensive settings. Students could literally be in the alternative setting today and in the comprehensive setting tomorrow, with very little support or guidance. This led to repeated disciplinary offenses and for some students, their return to the alternative setting.
Author: Peace Oluwafemi Publisher: ISBN: Category : Alternative education Languages : en Pages : 84
Book Description
The purpose of disciplinary alternative education programs (DAEPs) is to provide an alternative educational environment for students removed from their regular school due to behavioral infractions of the student code of conduct. Few studies have explored teachers’ perceptions of DAEPs regarding effective practices and strategies for improving student outcomes. The qualitative study examined teachers’ perceptions of the effect of DAEP placement on students in a major metropolitan school district in Texas. The research questions examined teachers’ perceptions of challenges encountered by students placed in DAEPs and strategies for improving student behavior and reducing the rate of recidivism. The study analyzed responses provided by teachers to a questionnaire (n= 12) via Google forms. Findings from the study support recommendations stating that students can improve their behavior through social skills instruction and purposeful interventions aimed at eliminating the unacceptable behavior. Recommendations by the teachers support the use of instructional and positive behavior management strategies for reducing recidivism and improving student behavior and academic outcome. Other findings and recommendations from the study suggest the need to build positive relationships with students, social and academic skill instruction and interventions, consistency and structure in setting behavior expectations, implementing alternative behavior management practices that are non-punitive. Alternative approaches to punitive disciplinary were recommended.
Author: Amy Gill Publisher: ISBN: Category : Academic achievement Languages : en Pages : 114
Book Description
When the No Child Left Behind Act of 2001, and more recently the College and Career Ready Performance Index, was put into effect, schools felt pressure to increase student achievement and bring up attendance rates in order to make adequate yearly progress or now high index scores. Positive Behavior Interventions and Supports (PBIS) is a proactive approach that many schools have implemented in an attempt to decrease disruptive student behavior and possibly increase student attendance. The purpose of this quasi-experimental causal comparative study was to examine the impact of the treatment of PBIS, with its basis in behavioral theory, on office discipline referrals and student attendance rates. Data was collected and analyzed for over 2,000 students in rural southeast Georgia through Infinite Campus and PowerSchool. Using data from the 2011-2014 school years, the study attempted to answer if there is an impact on both office discipline referrals and student attendance rates for middle school students participating in PBIS as compared to middle school students not participating in PBIS. Each null hypothesis was analyzed separately using chi-square testing and an independent samples t-test. The results of the study show that there was an impact on attendance rates for the treatment group, but that same impact was not evidenced on office discipline referrals or attendance rates, when controlling for gender. Recommendations for future research include an examination of the factors that contribute to the decline in the impact of PBIS at the middle school level, and the impact of PBIS on different levels of office discipline referrals, office discipline referrals at tier 1, tier 2, and tier 3 separately, and the impact on different levels of absences.
Author: Rondesha Adolphin Publisher: ISBN: Category : Behavior modification Languages : en Pages : 158
Book Description
The purpose of this research study was to investigate the effects of a School-Wide Positive Behavior Intervention Support Program on academic achievement, discipline, and attendance on 7th grade students. The data collected from this study identified a relationship between SWPBIS and increased academic achievement in reading language arts and attendance. The findings from this study will inform building level and district level educators of the implications of SWPBIS for students, which can foster raising academics and attendance.
Author: Julie Rivard Publisher: ISBN: Category : Academic achievement Languages : en Pages : 43
Book Description
This year-long study investigated whether intervention programs can have a significant effect on improving student attendance, tardiness, and academic achievement. The students chosen for this study attend a large comprehensive high school in California's Central Valley and were enrolled in the Students for Success Intervention Program. The students in the intervention program were comprised of 34 sophomore, junior, and senior students who were recommended by school counselors because of poor grades and attendance. Students who participated in the Student for Success Intervention Program met with the intervention teacher weekly for 20 minutes. Students' GPA, attendance, and tardy records were used for quantitative data. Attendance, tardy, and GPA data that were collected from the 2011-2012 school year before the program was initiated were compared with attendance, tardy, and GPA data from the 2012-2013 school year, after implementation of the Students for Success Intervention Program. Data were entered into the Statistics Package for Social Sciences (SPSS). A paired samples t-test was completed to determine if there was a significant change between pre- and postintervention GPA, attendance, and tardy rates. The results suggest that the intervention program had a positive effect on improving student tardy rates and academic achievement. The data analysis also suggested that absenteeism was not significantly reduced by this program and continues to be a complex problem for this school as well as other schools.
Author: Robin A. Pettiegrew Publisher: ISBN: Category : Languages : en Pages : 95
Book Description
As the call for reducing school suspensions and academic achievement improvement moves across the country, schools are responsible for implementing discipline restructure and academic growth programs. In various research studies, positive student and school behavior outcomes have been associated with Positive Behavior Interventions and Supports (PBIS) since its implementation in schools in the late 1990s. However, additional research in understanding the impact of PBIS practices on reported school suspension, school climate perceptions, and student academic achievement (i.e., standardized test scores) would be useful. This study could potentially contribute to the literature and fill a gap not yet explored on the relationship between PBIS implementation and discipline practices impacting African American students, school climate perceptions, and student achievement. School officials can utilize this study's findings to determine their dedication and commitment to PBIS as a behavior intervention within school systems. Utilizing data collected from a large urban school district in Ohio, this study will examine the association between PBIS implementation, the suspension rate of all students, individual student achievement, and school climate perceptions while emphasizing PBIS' impact on African American students. The research data in this study will focus on grade levels elementary through high school. The data will be analyzed using linear regressions. Limitations of this study will be discussed.
Author: Emily Goodman-Scott Publisher: Taylor & Francis ISBN: 1000890570 Category : Psychology Languages : en Pages : 470
Book Description
The revision of this innovative book provides school counseling students, practitioners, leaders, supervisors, and faculty with information and resources regarding the alignment and implementation of school counseling, specifically comprehensive school counseling programs. Complementing and expanding upon the audience’s knowledge and implementation of CSCPs such as the ASCA 2019 National Model, chapters include a strong theoretical and research base as well as related practical examples from the field—including case studies of practicing school counselors, and relevant, hands-on resources and tools to assist school counselors facilitate MTSS. New topics such as culturally sustaining and antiracist practice are woven into the chapters, in addition to covering the response to the COVID-19 pandemic, mental health crises, and capturing timely and current practices in K-12 education and school counseling. Innovative, unique, and including a plethora of useful tools and resources, this guide to MTSS and school counseling is ideal for graduate students and current school counselors in the field.
Author: Michael G. Hylen Publisher: ISBN: Category : Alternative schools Languages : en Pages : 78
Book Description
Student problem behavior is incompatible with academic achievement and positive interpersonal relationships. It has become necessary for schools to develop codes of conduct to address inappropriate student behavior. But, current school disciplinary policies are ineffective instruments for effecting positive change in student problem behavior (Goodman, 2006). In response to this problem, public school districts are developing a wide variety of approaches to dealing with the needs of problem behavior students. One approach has been the development of alternative high school programs - school district initiatives specifically designed to meet the needs of students lacking success in the traditional high school setting. This study explores the impact of a character education based interactive discipline program on student problem behavior of at-risk students in an alternative high school setting. Participants in this study included 97 students (37 female, 60 male) during the first school year of the study (2004 - 2005) and 90 students (34 female, 56 male) during the second (2005 - 2006) from a large suburban school district. Ninety-three percent of the students were Caucasian, 3% were African American and 3% were Hispanic. Forty-nine students (19 female, 30 male) were enrolled in the school during both years of the study. The data revealed that there was no statistically significant difference between the use of a traditional approach to discipline and the use of a character education based interactive discipline program in reducing recidivism for students who participated in the study over one year (t = -.059, df = 83, p = .504) or over two years (t = -1.309, df = 36, p = .09). The data also revealed there was no statistically significant difference between the two discipline approaches in raising student GPAs over one year (t = -1.225, df = 80, p = .112) or over two years (t = -1.794, df = 38, p = .945). Similarly, the data revealed that there was no statistically significant correlation between change in GPA and recidivism over one year (R = -0.18, p = .215) or over two years (R = -0.23, p = .314).
Author: Beverly B. Allen-Hardy
Author: Beverly B. Allen-Hardy
Author: Peace Oluwafemi
Author: Amy Gill
Author: 
Author: Rondesha Adolphin
Author: Julie Rivard
Author: 
Author: Robin A. Pettiegrew
Author: Emily Goodman-Scott
Author: Michael G. Hylen