Attendance Improvement Dropout Prevention (A.I.D.P.) Part-Time Jobs Program, 1986-1987. OEA Evaluation Report.

Autor/inn/en	Mei, Dolores M.; und weitere
Institution	New York City Board of Education, Brooklyn. Office of Educational Assessment.
Titel	Attendance Improvement Dropout Prevention (A.I.D.P.) Part-Time Jobs Program, 1986-1987. OEA Evaluation Report.
Quelle	(1988), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Attendance; Community Programs; Dropout Prevention; Dropout Programs; Employment Programs; High Risk Students; High School Students; High Schools; Job Placement; Job Training; Part Time Employment; Program Effectiveness; Program Evaluation; School Community Relationship; Urban Schools; New York (New York) + Suchen Sie Ihr Suchwort? Schulleistung; Anwesenheit; Employment program; Employment programme; Employment programmes; Beschäftigungsprogramm; Problemschüler; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Employment service; Employment services; Arbeitsvermittlung; Berufsqualifizierender Bildungsgang; Part-time employment; Teilzeitbeschäftigung; Programme evaluation; Programmevaluation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	The 1986-87 Attendance Improvement Dropout Prevention (AIDP) Part-Time Jobs Program was begun in spring 1987 to place at-risk New York City, New York, high school students in part-time, unsubsidized jobs that would motivate them to improve their school attendance and academic achievement. Twenty-one community-based organizations (CBOs) contracted to provide appropriate job placements and job-readiness training to 70 to 150 students in 24 targeted high schools. A total of 3,300 students were targeted for services, and 3,174 students were given training; of the students who received such training 1,557 (47 percent) were placed in jobs and worked an average of 6.4 weeks. For students hired while in the program and for whom complete data were available, attendance increased from 82 percent in spring 1986, to 85 percent in spring 1987. Achievement for these students, measured by the percentage of courses passed, increased from 70 to 71 percent during this same period. Participating CBOs and high schools thus fulfilled their obligation to provide staff and training although they did not meet their job placement objective. However, CBOs varied significantly in the number of staff and the amount of staff time they devoted to the program, and the number of training sessions they required each student to attend. Recommendations for improvements are made. Data are illustrated on a table and in the appendix. (BJV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC