Literaturnachweis - Detailanzeige
Autor/inn/en | Johnson, Valerie L.; Simon, Patricia; Mun, Eun-Young |
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Titel | A Peer-Led High School Transition Program Increases Graduation Rates among Latino Males |
Quelle | In: Journal of Educational Research, 107 (2014) 3, S.186-196 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0671 |
DOI | 10.1080/00220671.2013.788991 |
Schlagwörter | High School Students; Graduation Rate; Hispanic Americans; Males; Peer Groups; Low Income; Transitional Programs; Control Groups; Program Descriptions; Program Effectiveness; Social Development; Emotional Development; Intervention; Grade 9; Student Surveys |
Abstract | The authors investigated the impact of a manualized high school transition program, the Peer Group Connection (PGC) program, on the graduation rate at a low-income, Mid-Atlantic high school. The program utilized 12th-grade student peer leaders to create a supportive environment for incoming ninth-grade students. Results of a randomized control trial demonstrated that male students who participated in the program during Grade 9 were significantly more likely to graduate from high school within 4 years than male students in the control group (81% vs. 63%). Findings suggest that peers can be effective in delivering a school-based, social emotional learning intervention and that it is possible to intervene in Grade 9 to influence the probability of high school graduation. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |