Impact Evaluation of "12 for Life": Better Lives through Education and Employment

Autor/inn/en	Dowell, Kathleen; Stevenson, Olivia
Institution	The Evaluation Group (TEG)
Titel	Impact Evaluation of "12 for Life": Better Lives through Education and Employment
Quelle	(2018), (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	High School Students; Dropouts; Dropout Prevention; Program Evaluation; Program Effectiveness; STEM Education; On the Job Training; Job Skills; Skill Development; Mentors; Employment Opportunities; At Risk Students; Quasiexperimental Design; Grade Point Average; Suspension; Incidence; Outcomes of Education; Grade 10; Comparative Analysis; Statistical Significance; Georgia + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Programme evaluation; Programmevaluation; STEM; Training-on-the-Job; Produktive Fertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Berufschance; Beschäftigungschance; Ausschluss; Schulausschluss; Vorkommen; Lernleistung; Schulerfolg
Abstract	"12 for Life" is an Investing in Innovation (i3) development grant funded by the Office of Innovation and Improvement, U.S. Department of Education. "12 for Life" provides a rigorous STEM curriculum, combined with on-the-job-training, work/life skills development, mentoring, and employment opportunities to high school students who are at high risk of dropping out of school. The impact evaluation used a quasi-experimental design (QED) to examine the effect of "12 for Life" on grade point average (GPA), number of suspensions, and incidence of dropping out of school. "12 for Life" students who enrolled in the program during the 2014-15 school year were followed for three years. Outcomes for "12 for Life" students were compared to a matched sample of students with similar risk factors for dropping out of school who started 10th grade in fall 2014 and who participate in business-as-usual, traditional academic instruction in the high school environment. Comparison students were followed for three years. Results showed no statistically significant impact on grade point average (GPA) at the end of 12th grade, number of suspensions, or incidence of dropping out of school. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11