Comparing Outcomes of an Alternative School Program Offered with and without Intensive Family Involvement.

Autor/inn/en	Aeby, Victor G.; Thyer, Bruce A.; Carpenter-Aeby, Tracy
Titel	Comparing Outcomes of an Alternative School Program Offered with and without Intensive Family Involvement.
Quelle	(1999), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Dropout Prevention; Dropout Research; Elementary Secondary Education; High Risk Students; Nontraditional Education; Parent Participation; Parent School Relationship; Program Effectiveness + Suchen Sie Ihr Suchwort? Schulleistung; Problemschüler; Non-traditional education; Alternative Erziehung; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung
Abstract	This paper evaluates the effectiveness of an alternative-school program. The research compared 1 year of the program, where there was no parental involvement, with a second year, which included family-based interventions. It was hypothesized that family involvement would generate greater improvement in students' psychosocial functioning, academic performance, and attendance, and would reduce the number of high-school dropouts. Two cohorts of students referred to an alternative-school program for chronically disruptive youth received either the standard program or the standard program with intensive family involvement. Outcome measures included self-esteem, locus of control, depression, grades, attendance, and eventual dropout from school. Although demographically similar to the control group at pretests, the experimental group evidenced statistically significant improvements in locus of control, grade-point averages, attendance, and reduced dropout rate, relative to the control group. However, the overall effects of change within each group for self-esteem, depression, locus of control, grades, and attendance were low for both cohorts, so low as to make it difficult to justify the appreciable resources that went into providing the family psycho-educational services. Nevertheless, the results suggest the importance of family involvement in improving the school performance of chronically disruptive youth. (Includes 54 references.) (RJM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01