A Mixed-Method Efficacy and Fidelity Study of Check and Connect

Autor/inn/en	Powers, Kristin; Hagans, Kristi; Linn, Megan
Titel	A Mixed-Method Efficacy and Fidelity Study of Check and Connect
Quelle	In: Psychology in the Schools, 54 (2017) 9, S.1019-1033 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Powers, Kristin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22038
Schlagwörter	Dropout Prevention; Program Effectiveness; Middle School Students; Grade 6; Grade 8; Experimental Groups; Control Groups; Attendance Patterns; Grade Point Average; Discipline Problems; Referral + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	The effectiveness of the Check and Connect dropout prevention program was examined, over the course of 2.5 years, with 54 middle school students from diverse backgrounds experiencing one or more conditions of risk for dropout. Participants were randomly assigned to receive the Check and Connect intervention or business as usual (i.e., control) in sixth grade. Students in the treatment group had significantly better eighth grade attendance than the control. There were no significant differences between the two groups in eighth grade cumulative grade point average or office disciplinary referrals. An in-depth analysis of the quality and quantity of the intervention delivered to the students in the treatment group identified conditions that were associated with higher treatment integrity and better student outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01