An Evaluation of the STRIVE Program.

Autor/inn/en	Stevens, Carla J.; und weitere
Institution	Houston Independent School District, TX. Dept. of Research and Evaluation.
Titel	An Evaluation of the STRIVE Program.
Quelle	(1991), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Age Grade Placement; Attendance; Compensatory Education; Dropout Prevention; Grade 9; High Risk Students; High School Students; High Schools; Low Achievement; Nontraditional Education; Program Evaluation; School Districts; School Holding Power; Urban Schools; Urban Youth + Suchen Sie Ihr Suchwort? Schulleistung; Anwesenheit; Kompensatorischer Unterricht; School year 09; 9. Schuljahr; Schuljahr 09; Problemschüler; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Unterdurchschnittliche Leistung; Non-traditional education; Alternative Erziehung; Programme evaluation; Programmevaluation; School district; Schulbezirk; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Youth; Jugend
Abstract	This paper evaluates STRIVE, an alternative program designed to provide a nurturing, caring, and intensive academic environment for over-age, low-performing ninth grade students attending the Barbara Jordan High School for Careers in Houston (Texas). STRIVE operates in isolation from the regular student population and has a counselor and four teachers who work in a team format. The program includes enrichment activities, access to computers, and options to participate in sports and vocational programs. In particular, the evaluation examines the program's effectiveness in improving attendance rates and academic performance of selected students while encouraging them to remain in school to complete their education. The program was first implemented in 1987-88. Sixty-two students participated in the program in 1990-91. By addressing seven research questions the study shows the following: (1) participants improved their performance on a standardized achievement test during the year they participated in the program; (2) participants outperformed a comparison group on a math component only; (3) attendance rates declined significantly; (4) statistics on dropout rates were not conclusive; and (5) examination of withdrawal rates indicated that the program does help to keep participants in school. Data are provided in 13 tables and one bar graph. Included are three references. (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC