Impact of a Continuous Improvement-Focused Family Engagement Intervention on Ninth Grade Attendance and Course Passing

Autor/inn/en	Mac Iver, Martha Abele; Byrnes, Vaughan; Mac Iver, Douglas J.; Clark, Emily
Titel	Impact of a Continuous Improvement-Focused Family Engagement Intervention on Ninth Grade Attendance and Course Passing
Quelle	(2021), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Program Effectiveness; Family Involvement; Grade 9; Attendance; Urban Schools; Middle School Students; High School Students; Transitional Programs; Teamwork; Communities of Practice; Cooperative Planning; Program Implementation; Middle Schools; High Schools; Grades (Scholastic); Student Characteristics; Grade 8; Institutional Characteristics; Racial Differences; Ethnicity; Low Income Students; English Language Learners; Graduation Rate; Credits; Gender Differences; Students with Disabilities + Suchen Sie Ihr Suchwort? School year 09; 9. Schuljahr; Schuljahr 09; Anwesenheit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Community; Notenspiegel; School year 08; 8. Schuljahr; Schuljahr 08; Rassenunterschied; Ethnizität; Geschlechterkonflikt; Disability; Disabilities; Behinderung
Abstract	This study used comparative interrupted times series analyses to assess the impact of a continuous improvement-focused family engagement intervention on ninth grade attendance and course passing rates. The intervention, conducted in an urban district, sought to improve middle and high school family engagement practices during the transition to high school. The initiative created a networked learning community of school teams that received training and coaching in applying the continuous improvement process to family engagement planning and implementation. After four years of implementation, there was no evidence of a significant positive effect on ninth grade student outcomes. Lack of positive effects could be due both to implementation issues and to other ninth grade interventions in the comparison district. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01