Addressing Student Engagement and Truancy Prevention During the Elementary School Years: A Replication Study of the Check & Connect Model

Autor/inn/en	Lehr, Camilla A.; Sinclair, Mary F.; Christenson, Sandra L.
Titel	Addressing Student Engagement and Truancy Prevention During the Elementary School Years: A Replication Study of the Check & Connect Model
Quelle	In: Journal of Education for Students Placed at Risk, 9 (2004) 3, S.279-301 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
Schlagwörter	Elementary Education; Program Effectiveness; High Risk Students; Student Participation; Attendance Patterns; Academic Achievement; Graduation Rate; Truancy; Parent Participation; Early Intervention + Suchen Sie Ihr Suchwort? Elementarunterricht; Problemschüler; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schulleistung; Schulabsentismus; Schulschwänzen; Schulverweigerung; Elternmitwirkung
Abstract	Students who are at risk of dropping out of school can be identified retrospectively as early as third grade on the basis of attendance patterns, academic performance, and behavior. Check & Connect is a model designed to promote student engagement, support regular attendance, and improve the likelihood of school completion. The program has been used successfully with students attending middle school and high school, with and without disabilities, and in suburban and urban settings. An overview of Check & Connect, key components of the model, and an application of the model implemented with students who were referred for excessive attendance problems during elementary school years are described. Results from an evaluation of its effectiveness with students who received intervention for at least 2 years (n = 147) showed increased levels of student participation as evidenced by significant increases in the percentage of students whose absences or tardies dropped to or below 5% of the time. In addition, over 90% of the school staff (n = 123) perceived students were showing increased levels of engagement and 87% of school staff reported parents were more supportive of their child's education. Strengths and limitations of the study are discussed in light of rigorous criteria used to examine the effectiveness of social programs. In addition, directions for future research are proposed. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc., Journal Subscription Department, 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579 (Toll Free); e-mail: journals@erlbaum.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10