Evaluating Social Cognitive Theory in Action: An Assessment of the Youth Development Program's Impact on Secondary Student Retention in Selected Mississippi Delta Communities

Autor/inn/en	Dooley, T. Price; Schreckhise, William D.
Titel	Evaluating Social Cognitive Theory in Action: An Assessment of the Youth Development Program's Impact on Secondary Student Retention in Selected Mississippi Delta Communities
Quelle	In: Youth & Society, 48 (2016) 3, S.383-401 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0044-118X
DOI	10.1177/0044118X13493445
Schlagwörter	School Holding Power; Dropouts; Dropout Rate; Comparative Analysis; Grade Repetition; Program Evaluation; Rural Areas; Academic Achievement; At Risk Students; Dropout Prevention; Youth; Adolescents; Self Efficacy; Program Effectiveness; Social Cognition; Social Theories; Secondary School Students; Experimental Groups; Achievement Tests; Standardized Tests; Correlation; Developmental Studies Programs; Grade 9; Grade 10; Grade 11; Grade 12; Arkansas; Iowa Tests of Basic Skills; Stanford Achievement Tests; Test of Adult Basic Education + Suchen Sie Ihr Suchwort? Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Programme evaluation; Programmevaluation; Rural area; Ländlicher Raum; Schulleistung; Jugend; Jugendlicher; Jugendalter; Adolescent; Adolescence; Adoleszenz; Self-efficacy; Selbstwirksamkeit; Soziale Kognition; Gesellschaftstheorie; Sekundarschüler; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Korrelation; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12
Abstract	This study evaluates the Youth Development Program (YDP), a component of the federal Workforce Investment Act (WIA). We examine whether the YDP reduced dropout rates among youth in secondary schools in seven school districts in the impoverished Mississippi River Delta in southeast Arkansas. Initially, the program seems to have an impact. Students who participate in the program are less likely to drop out of school than students in a comparison group. However, when other factors are taken into consideration, such as whether the student was "over-age" for their grade (and thus likely had been "held back"), the effect that program participation had on the likelihood of dropping out disappears. In short, we find that when controlling for other factors, no statistically significant relationship exists between program participation and dropout rates. We discuss the implications of the WIA's YDP failure and school retention programs, more broadly. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01