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The effect of a twelve-week dropout intervention program.

E R Caliste

    Adolescence
    |January 1, 1984
    PubMed
    Summary
    This summary is machine-generated.

    A twelve-week intervention program significantly improved high school student retention and reduced absence rates among potential dropouts. However, the program did not significantly affect student attitudes, questioning self-concept generalization to academic achievement.

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    Area of Science:

    • Education
    • Psychology
    • Sociology

    Background:

    • High school dropout rates are a significant concern, particularly in urban areas with minority, low-income students.
    • The economic and humanistic impact of student attrition necessitates effective intervention strategies.

    Purpose of the Study:

    • To evaluate the impact of a 12-week intervention program on potential high school dropouts.
    • To assess the program's effect on student retention and absence rates.

    Main Methods:

    • An experimental intervention program was implemented over twelve weeks.
    • Follow-up data on retention and absence rates were collected in the subsequent fall semester.

    Main Results:

    • The intervention significantly improved student retention rates.

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  • The program also led to a significant decrease in student absence rates.
  • Affective measures of student attitude were not significantly impacted by the intervention.

    • Conclusions:

    • The intervention effectively addressed high school dropout indicators (retention and absence).
    • Findings raise questions about the direct link between self-concept and academic achievement in intervention contexts.