Effects of Check and Connect on Attendance, Behavior, and Academics: A Randomized Effectiveness Trial

Autor/inn/en	Maynard, Brandy R.; Kjellstrand, Elizabeth K.; Thompson, Aaron M.
Titel	Effects of Check and Connect on Attendance, Behavior, and Academics: A Randomized Effectiveness Trial
Quelle	In: Research on Social Work Practice, 24 (2014) 3, S.296-309 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-7315
DOI	10.1177/1049731513497804
Schlagwörter	Middle School Students; High School Students; Attendance; Student Behavior; Academic Achievement; Hispanic American Students; Economically Disadvantaged; Urban Schools; Intervention; Dropout Prevention; At Risk Students; Discipline; Effect Size; Program Effectiveness; Hierarchical Linear Modeling; Pretests Posttests; Social Work; Texas + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Anwesenheit; Student behaviour; Schülerverhalten; Schulleistung; Hispanic; Hispanic Americans; Hispanoamerikaner; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Disziplin; Soziale Arbeit
Abstract	Objectives: This study examined the effects of Check & Connect (C&C) on the attendance, behavior, and academic outcomes of at-risk youth in a field-based effectiveness trial. Method: A multisite randomized block design was used, wherein 260 primarily Hispanic (89%) and economically disadvantaged (74%) students were randomized to treatment or control conditions within 14 urban middle and high schools. The social service organization Communities In Schools implemented C&C in each of the schools, and the effects were compared to those of typical Communities In Schools services. Hierarchical linear modeling was used to account for the nested or random school-level effects when modeling student-level responses to the intervention. Results: Controlling for pretest performance and all relevant student- and school-level characteristics, C&C was significantly related to improvements in academic performance and reductions in disciplinary referrals. No significant effects were found for attendance. Conclusions: C&C is a promising intervention to improve outcomes for at-risk youth in school settings. Application to social work practice and research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10