A Bridge to Graduation for At-Risk Latino Males: A Case Study

Autor/inn/en	Behr, Michelle; Marston, Christine; Nelson, Kyle Anne
Titel	A Bridge to Graduation for At-Risk Latino Males: A Case Study
Quelle	In: Journal of Education for Students Placed at Risk, 19 (2014) 3-4, S.215-228 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2014.977104
Schlagwörter	Case Studies; At Risk Students; Males; Hispanic American Students; Dropout Prevention; School Holding Power; Academic Persistence; Mixed Methods Research; Program Effectiveness; Grade Point Average; Student Participation; Academic Aspiration; Occupational Aspiration; High School Students; Student Surveys; Interviews; Student Characteristics; Academic Achievement; Student Behavior; Student Attitudes; Attitude Change; Affective Behavior; Participant Satisfaction; Program Evaluation; Colorado + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Male; Männliches Geschlecht; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Berufsneigung; Berufsziel; High school; High schools; Oberschule; Schülerbefragung; Interviewing; Interviewtechnik; Schulleistung; Student behaviour; Schülerverhalten; Attitudinal change; Einstellungsänderung; Affective disturbance; Active behaviour; Affektive Störung; Programme evaluation; Programmevaluation
Abstract	Changing demographics, low Latino graduation rates, and changes to education funding--nationally and locally--challenge society to develop innovative strategies to navigate transformations affecting public education. This article presents findings from a collaborative community-engaged evaluation of a dropout prevention program for at-risk male Latino students. Our mixed-methods evaluation finds that the program has had a positive overall impact on its participants. In particular, program participation was associated with an overall rise in grade point averages, fewer failing grades, and a higher probability of graduation, compared to nonparticipants. With respect to behavioral changes, attendance was not improved over the period of program involvement; however, the number of behavioral referrals decreased dramatically. In addition, students and staff members reported that the program enhanced the students' academic and career attitudes and aspirations. This work reveals the value of innovative programs and targeted interventions outside the classroom for at-risk students. (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