The Effect of a Student Achievement Curriculum on Grade 9 Completion Rate and Student Engagement

Counseling Outcome Research and Evaluation Pub Date : 2015-08-09 DOI:10.1177/2150137815598812

Melissa R. Renda, E. Villares

引用次数: 4

Abstract

Data collected in a quasi-experimental, pre–posttest design study from Grade 9 students (N = 197) was used to evaluate the impact of the evidence-based student success skills classroom program on Grade 9 completion rate and student engagement. Results from analyses of covariance revealed there was a statistically significant difference at posttest on Grade 9 completion rate between students who participated in the intervention (n = 98) as compared to students who did not participant in the program (n = 99).

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学生成就课程对九年级完成率和学生参与的影响

本研究以197名九年级学生为研究对象，采用准实验、前后测试设计研究的数据，评估基于证据的学生成功技能课堂项目对九年级完成率和学生参与度的影响。协方差分析的结果显示，参加干预的学生(n = 98)与没有参加干预的学生(n = 99)相比，在9年级完成率的后测中有统计学显著差异。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Counseling Outcome Research and Evaluation Psychology-Psychology (all)

CiteScore

4.50

自引率

0.00%

发文量

期刊介绍： Counseling Outcome Research and Evaluation (CORE) provides counselor educators, researchers, educators, and other mental health practitioners with outcome research and program evaluation practices for work with individuals across the lifespan. It addresses topics such as: treatment efficacy, clinical diagnosis, program evaluation, research design, outcome measure reviews. This journal also serves to address ethical, legal, and cultural concerns in the assessment of dependent variables, implementation of clinical interventions, and outcome research. Manuscripts typically fall into one of the following categories: Counseling Outcome Research: Treatment efficacy and effectiveness of mental health, school, addictions, rehabilitation, family, and college counseling interventions across the lifespan as reported in clinical trials, single-case research designs, single-group designs, and multi- or mixed-method designs.