A Peer-Led High School Transition Program Increases Graduation Rates Among Latino Males
Valerie L Johnson1, Patricia Simon1, Eun-Young Mun1
1Rutgers, The State University of New Jersey.
The Journal of Educational Research
|April 22, 2014
Summary
The Peer Group Connection (PGC) program used peer leaders to support ninth graders. This school-based intervention significantly increased high school graduation rates for male students.
Area of Science:
- Educational Psychology
- Adolescent Development
- Social Emotional Learning
Background:
- High school transition is a critical period for academic success.
- Low-income students face unique challenges during school transitions.
- Peer-led programs can foster supportive school environments.
Purpose of the Study:
- To evaluate the impact of the Peer Group Connection (PGC) program on high school graduation rates.
- To determine the effectiveness of a manualized, peer-led intervention for at-risk students.
- To assess the influence of social emotional learning interventions delivered by peers.
Main Methods:
- A randomized control trial was conducted at a low-income, Mid-Atlantic high school.
- The Peer Group Connection (PGC) program utilized twelfth-grade peer leaders to support ninth-grade students.
- Graduation rates were compared between program participants and a control group over four years.
Main Results:
- Male students participating in the PGC program showed a significantly higher four-year graduation rate (81%) compared to the control group (63%).
- The intervention demonstrated a positive impact on academic outcomes for male students.
- No significant difference was found for female students in this study.
Conclusions:
- Peer-led social emotional learning interventions can be effectively delivered in school settings.
- Early intervention in ninth grade can positively influence long-term high school graduation probability.
- The PGC program shows promise for improving educational outcomes in socioeconomically disadvantaged populations.
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