A Two-Year Evaluation of the Change Your Future Program at the Toronto Board of Education. 1991-1993. No. 208.

Autor/in	Brown, Robert S.
Institution	Toronto Board of Education (Ontario). Research Dept.
Titel	A Two-Year Evaluation of the Change Your Future Program at the Toronto Board of Education. 1991-1993. No. 208.
Quelle	(1994), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	0316-8786
ISBN	0-88881-230-2
Schlagwörter	Administrators; Black Students; Counseling; Dropout Rate; Focus Groups; Foreign Countries; Group Membership; High Risk Students; High School Students; High Schools; Intervention; Minority Groups; Outcomes of Education; Pilot Projects; Program Evaluation; Racial Differences; Student Attitudes; Canada + Suchen Sie Ihr Suchwort? Counselling; Beratung; Ausland; Gruppenzugehörigkeit; Problemschüler; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ethnische Minderheit; Lernleistung; Schulerfolg; Pilot project; Modellversuch; Pilotprojekt; Programme evaluation; Programmevaluation; Rassenunterschied; Schülerverhalten; Kanada
Abstract	The Toronto Board of Education's "Change Your Future" program started in spring 1991, targeting at-risk students belonging to racial minorities. The interventions took the form of group meetings and individual counseling by the "Change Your Future" counselor. The program took place in the Toronto Board over 2 school years (1991-1993) but because in each year the program took place in different schools with different students, it was essentially two separate 1-year intervention programs. Evaluation of the first 2 years relied on tracking students to determine dropout and transfer rates, determining grades and credit accumulation, questionnaires from students and teachers, conducting focus groups with program students, and interviews with program contact persons. At-risk factors faced by these students, who are predominantly black, were well-documented. Academic outcomes from the program allow for cautious optimism, with students in year 2 showing greater credit accumulation. Only 9 percent of program students dropped out, compared with 19 percent of nonprogram groups. The transfer rates for program students were also lower. Students' attitudes toward the program, as revealed in questionnaires and focus groups, were generally positive. Teachers in the Year 2 study did not appear knowledgeable of the program and because of this, they could not say to what extent the program made a difference in the student's participation in school. Three tables and one figure illustrate the discussion. (Contains 14 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC