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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: 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: Chasity L. Daniels Publisher: ISBN: Category : Languages : en Pages : 92
Book Description
Students chronically absent, regardless of the reason, experienced lower academic performance and lower high school graduation rates. Approximately eight million students in the United States were chronically absent in the 2015-2016 school year, with 1.3 million middle school students identified as chronically absent. A profile of the school district demonstrated an increased number of students suspended and expelled. The purpose of this quantitative, non-experimental, descriptive study was to determine the effectiveness of Positive Behavior Interventions and Supports in 2015-2016 and the implementation of the Second Step Program in 2016-2017 when addressing chronic absenteeism, suspensions, and expulsions in middle schools in one Georgia school district. The researcher analyzed the data and conducted independent samples t-tests to determine differences in the two intervention programs. The researcher confirmed no statistically significant differences in chronic absences, suspensions, and expulsions during the implementation of Positive Behavior Interventions and Supports in 2015-2016 or the implementation of the Second Step Program in 2016-2017 using archival data from all middle schools located in one Georgia School District.
Author: Arthera Marra Shell Publisher: ISBN: 9780599096011 Category : Academic achievement Languages : en Pages : 307
Book Description
This study used a behavioral consultation model to implement an eight-week metacognitive problem-solving instruction (MPSI) intervention in response to the public's demand for more innovative approaches to the escalating school dropout problem facing public schools in general, and urban high schools in particular. It had sought to determine through empirical research the effects of MPSI on positive behavioral outcomes: improvements on school attendance, academic achievement, and prosocial behavior among a sample of 64 ninth and tenth grade high school students from both special education and general education who were placed at-risk for school failure and school dropout, in a large urban high school within the District of Columbia Public Schools from 9/96-1/97. It further sought to examine the effects of MPSI intervention and the Traditional (TRAD/C) dropout prevention approach used by the participating high school in reducing the three targeted risk factors associated with school dropout. Subject volunteers were randomly assigned to either the MPSI intervention group or one of two control groups, TRAD/C or C-II, an untested control group. Pre-post and 4-week follow-up measures assessed subject- groups' performance on tests of academic achievement, on the number of unexcused school absences and grade point average measured over three time intervals, and on scores obtained from adaptive behavior scales. The findings had indicated that: (1) 9th and 10th grade subjects under the MPSI treatment across program classifications had demonstrated greater improvements on school attendance from posttest to 4-week follow-up, had equaled the TRAD/C intervention on achievement test scores, had earned greater GPA gains, and had been rated by their English and math teachers as demonstrating greater improvements in class attendance and work habits after the intervention than their 9th and l0th grade counterparts under both the TRAD/C or the C-II treatments across program classifications; (2) 9th grade subjects under both the TRAD/C treatment and the no-treatment (C-II) had demonstrated greater improvements on these measures than their 10th grade counterparts across program classifications; (3) these findings have provided empirical evidence to support the use of MPSI by school-based psychologists in urban high school settings among African-American students, across both ninth and tenth grade special and general education programs, who are placed at-risk for school failure and school dropout; (4) these findings have further suggested that the MPSI intervention may be used to augment or replace an existing traditional dropout prevention program within an urban high school setting among a wider student population.
Author: Bryan Ruffin Publisher: ISBN: Category : Languages : en Pages : 94
Book Description
The purpose of this study was to examine the effects of four school-based programs on student academic performance at an early college high school in northeastern North Carolina. The four school-based intervention programs that were examined in this study are as follows: mandatory Study Hall for all students in Grades 9-13, an ACT/SAT Prep course for students in Grade 11, a College Success course for all students in Grades 9-13 who earn a D or F grade in a college course which focuses on college prep skills for students, and an Advisory Period for all students in grades 9-13. Standardized test results were analyzed after the school based intervention programs had been implemented at the school in the study to determine the impact of these four interventions. The national assessment that was used to measure effectiveness was the American College Testing (ACT) assessment. All four programs were designed to help increase student achievement and provide students with skills to be successful during high school and college upon graduating from high school as measured by state and national assessments. The school's performance grading indicators were evaluated using the 2014-2015 and 2015-2016 academic year school data to determine the overall effectiveness of the four school-based intervention programs. The study concluded that there were gains in several areas with the interventions at the school in the study. There were some circumstances beyond the control of the intervention programs, which would have been a major factor in determining overall program effectiveness
Author: Julie Rivard
Author: Julie Rivard
Author: Chasity L. Daniels
Author: Arthera Marra Shell
Author: 
Author: Catherine A. Egan
Author: Demetrius Bartell Thomas
Author: 
Author: Rex B. Kline
Author: Bryan Ruffin
Author: Roger Brown