Breaking Barriers to Educational Opportunities: A Comparative Analysis of Adolescent Intervention Programs

Autor/in	Walsh, Rachael Mae
Titel	Breaking Barriers to Educational Opportunities: A Comparative Analysis of Adolescent Intervention Programs
Quelle	(2010), (118 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit Ph.D. Dissertation, The Pennsylvania State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Equal Education; Intervention; Outcomes of Education; Educational Attainment; Program Effectiveness; Comparative Analysis; Access to Education; Inferences; Barriers; Adolescents; Antisocial Behavior; Student Behavior; Longitudinal Studies; Educational Policy; Socioeconomic Status; Quasiexperimental Design; Federal Programs; Federal Legislation; College Attendance; High School Students; Disadvantaged Youth + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lernleistung; Schulerfolg; Bildungsabschluss; Bildungsgut; Education; Access; Bildung; Zugang; Bildungszugang; Inference; Inferenz; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Student behaviour; Schülerverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Politics of education; Bildungspolitik; Socio-economic status; Sozioökonomischer Status; Bundesrecht; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Benachteiligter Jugendlicher
Abstract	While access to education may be increasing, equity still eludes the U.S. education system, specifically for low socioeconomic status students. Using both educational and deviance theoretical frames, this study examines the effectiveness of adolescent intervention programs with respect to educational attainment and deviant behaviors. The Education Longitudinal Study 2002-2006 provides a nationally representative, longitudinal sample from which causal inferences can be drawn using propensity score matching. The three types of programs--individually targeted, spillover, and school-wide--all enhance educational outcomes while decreasing educational deviance. The variance in program effectiveness is discussed, as are implications and policy recommendations based on these findings. Appended are: (1) Description of ELS [Education Longitudinal Study] Variables; and (2) Propensity Model Regressions. (Contains 23 footnotes, 18 tables, and 7 figures.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10