Get the Picture?! Final Evaluation Report

Autor/inn/en	Zoblotsky, Todd; Gallagher, Brenda; O'Daniel, Roland
Institution	University of Memphis, Center for Research in Educational Policy (CREP)
Titel	Get the Picture?! Final Evaluation Report
Quelle	(2020), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Program Effectiveness; College Readiness; Career Readiness; Students with Disabilities; High School Students; Rural Schools; Poverty; Self Determination; Intervention; Suspension; Student Behavior; Transitional Programs; Student Needs; Student Characteristics; Capacity Building; Dual Enrollment; High School Graduates; Kentucky + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; High school; High schools; Oberschule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Armut; Selbstbestimmung; Ausschluss; Schulausschluss; Student behaviour; Schülerverhalten; Doppelstudium; Graduate; Graduates; Absolvent; Absolventin
Abstract	The purpose of this study was to determine the effectiveness of Get the Picture?! in improving the overall college/career readiness of 900 students with disabilities in each of the nine participating treatment high schools in nine rural, high poverty Kentucky school districts after four years of implementation. This quasi-experimental study followed the 9th grade cohort of students with disabilities in the nine treatment and 18 matched control schools over four school years, 2015-16 through 2018-19. Through the development of self-determination skills, the goal of the intervention was to increase the number of students with disabilities who achieved the state standard for College and/or Career Readiness by meeting established benchmarks on State/National assessments and/or completion of a recognized industry certification in each of the nine participating schools. For the confirmatory analyses, there were two outcome variables in two different outcome domains: (a) Transition Ready, a binary "Yes"/"No" variable [Transition Readiness domain], and (b) the cumulative number of in-school suspensions (a continuous variable) [Self-management behaviors domain]. For the confirmatory analyses, outcome data were examined using two-level Hierarchical Linear Models (HLM) (for Cumulative In-School Suspensions) and Hierarchical Generalized Linear Models (HGLM) (for Transition Ready) to account for the nested structure of the data (i.e., students nested within schools). Overall, after four years of implementation, Get the Picture?! was able to demonstrate a statistically significant positive impact on the Transition Readiness of participating 9th grade cohort students compared to controls. Treatment students had statistically significantly higher odds of being Transition Ready, and were more than twice as likely to achieve Transition Readiness status compared to control students. However, while the confirmatory study showed the intervention was also able to reduce the total number of in-school suspensions for treatment students relative to controls, the outcome was indeterminate (i.e., not statistically significant). The following are appended: (a) Kentucky Department of Education Revised Transition Readiness Standards, and (b) Fidelity of Implementation Final Report. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01