Drop-Out Prevention among Urban, African American Adolescents: Program Evaluation and Practical Implications

Autor/inn/en	Somers, Cheryl L.; Piliawsky, Monte
Titel	Drop-Out Prevention among Urban, African American Adolescents: Program Evaluation and Practical Implications
Quelle	In: Preventing School Failure, 48 (2004) 3, S.17-22 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
Schlagwörter	Dropouts; Program Evaluation; African American Students; Adolescents; Urban Schools; Tutoring; Grade 9; Role Models; Program Effectiveness; Grade 10; Tutors; Academic Achievement; Dropout Programs; Dropout Prevention; Urban Youth; Socioeconomic Status; Underachievement; Student Motivation; Low Income Groups; Dropout Rate + Suchen Sie Ihr Suchwort? Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Programme evaluation; Programmevaluation; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Förderkonzept; Nachhilfeunterricht; School year 09; 9. Schuljahr; Schuljahr 09; Identifikationsfigur; Förderlehrer; Lehrender; Tutor; Schulleistung; Youth; Socio-economic status; Sozioökonomischer Status; Performance deficiency; Leistungsschwäche; Schulische Motivation
Abstract	The purposes of this study were to evaluate a pilot, dropout prevention program designed to provide academic tutoring and supplemental enrichment to 9th graders and to examine additional data on adolescents' motivators and role models related to high school dropout and completion. The program targeted 9th graders because many adolescents decide to drop out of high school at age 16, which occurs for most in the 10th grade. Students were from a major city in the midwest, and were 99% African American and of lower socioeconomic levels. The findings indicated that students appeared to benefit from the opportunity to develop close relations with adult tutors who cared about their success. The dropout rate for students in this program was much lower than that of 9th graders in that high school who were not in the program, as well as for 9th graders in the entire school district. Developmental transitions, particularly that into high school, are prominent issues about which educators should be concerned. Finally, the authors discuss practical implications for designing academic intervention and supplemental enrichment programs. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10