Beating the Odds (BTO) Program: A Comprehensive Support System for Teachers and Families of At-Risk Students.

Autor/inn/en	Opuni, Kwame A.; und weitere
Institution	Houston Independent School District, TX. Dept. of Research and Evaluation.
Titel	Beating the Odds (BTO) Program: A Comprehensive Support System for Teachers and Families of At-Risk Students.
Quelle	(1991), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Disadvantaged Youth; Elementary School Students; Elementary Secondary Education; High Risk Students; Inservice Teacher Education; Middle Schools; Potential Dropouts; Program Effectiveness; Program Evaluation; School Counseling; School Districts; Secondary School Students; Student Needs; Urban Schools; Urban Youth; Workshops + Suchen Sie Ihr Suchwort? Schulleistung; Benachteiligter Jugendlicher; Problemschüler; Lehrerfortbildung; Middle school; Mittelschule; Mittelstufenschule; Programme evaluation; Programmevaluation; School counselling; Pädagogische Beratung; School district; Schulbezirk; Sekundarschüler; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Youth; Jugend; Lernwerkstatt; Schulung
Abstract	This paper evaluates the effectiveness of the Beating the Odds (BTO) program of the Houston (Texas) schools in the 1990-91 school year, the third and final year of Phase I of the program. The BTO program provided training workshops for teachers of at-risk students and direct counseling and social service support for at-risk students in a selected number of schools. Overall goals were to address the academic, affective, and family-related needs of students; facilitate development of determination to stay in school; and improve academic performance. Sixty teachers received training and follow-up, while over 2,000 students received instructional counseling, guidance, and family case-management support services. Evaluation measures include student self-esteem scores, standardized test scores, attendance rates, and retention rates. Findings indicate that the 2,353 secondary school students in the BTO program achieved significantly higher academic performance scores in mathematics, a lower failure rate, and a lower withdrawal rate than 1,721 comparison group secondary school students, even though BTO students had lower self-esteem scores. The 219 elementary school students with BTO trained teachers had higher mathematics test scores than 191 comparison group elementary school students whose teachers received no BTO training. Recommendations are presented for enhancing BTO program effectiveness. Two figures and seven tables present findings. There is a six-item list of references, and one appendix presents the BTO Teacher Survey. (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC