High School Attendance Improvement Dropout Prevention (A.I.D.P.) Program, 1986-1987: End-of-Year Report. OEA Evaluation Report.

Autor/inn/en	Mei, Dolores M.; und weitere
Institution	New York City Board of Education, Brooklyn. Office of Educational Assessment.
Titel	High School Attendance Improvement Dropout Prevention (A.I.D.P.) Program, 1986-1987: End-of-Year Report. OEA Evaluation Report.
Quelle	(1988), (129 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Academic Persistence; Attendance; Dropout Prevention; High Risk Students; High School Students; High Schools; Program Evaluation; Secondary Education; Student Promotion; Supplementary Education; Urban Schools; New York (New York) + Suchen Sie Ihr Suchwort? Schulleistung; Anwesenheit; Problemschüler; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Programme evaluation; Programmevaluation; Sekundarbereich; Support of studies; Studienförderung; Ergänzungsunterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Evaluation of the Attendance Improvement Dropout Prevention (A.I.D.P.) program as it operated in 26 selected New York (New York) public high schools in 1986-87 raises serious questions about the effectiveness of the program. A minimum of 50 percent of the participants were to achieve the following objectives: (1) improve attendance; (2) pass at least one more subject than in 1985-86; (3) earn sufficient credits to advance to the next grade; and (4) if in the ninth grade or below in the baseline years of 1985-86, still be in school three years later. Data were analyzed from student rosters, interviews with staff, a student questionnaire, and classroom observations. Findings show that A.I.D.P. participants as a whole did not meet any of the objectives. However, most students receiving services for the full time of the program did meet some of the objectives, and students who received all available services for the full time (core students) in particular made gains in attendance and courses passed. Statistical data are displayed in five figures and eight tables. Appendices include the following: (1) descriptions of schools; (2) summary of logs maintained during March 16-20, 1986; (3) data collection and file preparation procedures; (4) school-by-school summary of students served; (5) school-by-school summary of attendance and achievement improvement; (6) mean attendance for core and transitional students. (FMW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC