Achievement, Engagement, and Behavior Outcomes of At-Risk Youth Following Participation in a Required Ninth-Grade Academic Support Study Center Program
Year: 2012
Type: article
Abstract: Overall, pretest-posttest results for achievement, behavior, and engagement for at-risk boys not eligible (n = 13) and eligible ( n = 9) for participation in the free or reduced price lunch program who completed a school-year long academic support study center program were not statistically different over time and end of school year for cumulative grade point average scores, pre-ACT scores for English, math, reading, science, and composite, total credits earned, and participation in school sponsored activities. However, at-risk boys eligible for participation in the free or reduced price lunch program had statistically significantly lower total posttest office referral frequencies and at-risk boys not eligible for participation in the free or reduced price lunch program had statistically significantly lower total posttest days absent frequencies. Overall, pretest-posttest results for achievement, behavior, and engagement for at-risk girls not eligible ( n = 7) and eligible (n = 10) for participation in the free or reduced price lunch program who completed a school-year long academic support study center program were statistically different over time and end of school year for cumulative grade point average scores. Girls not eligible for participation in the free or reduced price lunch program had significantly lower posttest pre-ACT English scores. Furthermore, no statistical differences were found for total credits earned, pre-ACT math, reading, science, and composite scores, total office referral frequencies, attendance frequencies, and participation in school sponsored activities. No posttest-posttest statistical differences between the four student groups were observed. Statistical equipoise indicates that the school-year long academic support study center program was mutually beneficial for all study subjects helping them to stay out of trouble, stay in school, and maintain academic progress consistent with on-time graduation.
Source: DigitalCommons@UNO
Author: Jeffrey P. Wagner
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W303736999