Genetic Social and General Psychology Monographs · 2004 · 52 citations · 24 references
EducationEducational PsychologySecondary EducationInstructional LeadershipStudent EngagementStudent TeachingAcademic FunctioningAcademic InterventionEvidence-based InterventionsStudent Achievement AnalysisStudent Risk IdentificationStudent SuccessAttrition RiskDropout Risk DetectionEducation For Out-of-school YouthExternal Control PsychologyIntervention Effectiveness AnalysisLearner Retention AnalysisSchool EffectivenessSocial Skills Acquisition
The purpose of the present study was to evaluate the effectiveness of the Effective Learning Program (ELP) with students who are at high risk for dropping out of high school. The intervention sought to change external control expectancies to more internal ones, improve students' skills in building relationships with peers and adults, and increase graduation rates. Thirty-eight students considered at risk for dropping out of high school received the intervention. In addition, ELP-eligible students who did not receive the ELP intervention (n = 36) and regular education students (n = 50) from the same high school were compared with the students who received the ELP. A significantly greater percentage of ELP students graduated, became more internally controlled, achieved more as shown by standardized tests, and developed greater social skills and better relationships than their ELP-eligible but nonparticipating peers. The authors suggest that researchers identify which aspects of the ELP are responsible for the improvement in retention, achievement, and personal attributes.
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Equality of Educational Opportunity.
William H. Sewell, James S. Coleman, Ernest Q. Campbell et al. · American Sociological Review · 1967 · 2.8K citations
Law, Education Policy, Sociology +12