The Resource A logic model program evaluation : examining the outcomes of academic performance and persistence towards graduation of at-risk students enrolled in the Academic Center
A logic model program evaluation : examining the outcomes of academic performance and persistence towards graduation of at-risk students enrolled in the Academic Center
Resource Information
The item A logic model program evaluation : examining the outcomes of academic performance and persistence towards graduation of at-risk students enrolled in the Academic Center represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University of Missouri-St. Louis Libraries.This item is available to borrow from all library branches.
Resource Information
The item A logic model program evaluation : examining the outcomes of academic performance and persistence towards graduation of at-risk students enrolled in the Academic Center represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University of Missouri-St. Louis Libraries.
This item is available to borrow from all library branches.
- Summary
- The purpose of this study was a program evaluation of a high school transitional support program, the Academic Center, using a logic model evaluation method. This study used data from institutional records of a single public high school in the Midwest. The population of the study consisted of 110 identified at-risk students who were then matched (n = 55) based on participation in the Academic Center, ethnicity, gender, and free and reduced lunch status (FRL). Questionnaire data were collected to determine what criteria were used to identify 9th graders for referral to the Academic Center. Quantitative data were analyzed to determine if mean scores of (a) graduation rate, (b) exit GPA when students are matched according to pre-entry characteristics (ethnicity, gender, and FRL status), and (c) exit GPA when the pre-entry characteristic of freshman GPA is controlled, of at-risk students participating in the Academic Center during their transition to high school differ from at-risk students who do not participate.This study found that though identification procedures at both feeder schools were similar, variance did exist. That variance could affect what type of student is selected and therefore, the statistical outcomes. Analysis of the data found that at-risk students who participated in the Academic Center did not have significantly different exit GPA scores when freshman GPA was controlled than non-participating at-risk students. However, at-risk students who participated in the Academic Center had lower graduation rates and lower exit GPA scores when matched according to ethnicity, gender, and FRL status than non-participating at-risk students
- Language
- eng
- Extent
- 1 online resource (vii, 122 pages)
- Note
- Advisor: Peggy Placier
- Label
- A logic model program evaluation : examining the outcomes of academic performance and persistence towards graduation of at-risk students enrolled in the Academic Center
- Title
- A logic model program evaluation
- Title remainder
- examining the outcomes of academic performance and persistence towards graduation of at-risk students enrolled in the Academic Center
- Language
- eng
- Summary
- The purpose of this study was a program evaluation of a high school transitional support program, the Academic Center, using a logic model evaluation method. This study used data from institutional records of a single public high school in the Midwest. The population of the study consisted of 110 identified at-risk students who were then matched (n = 55) based on participation in the Academic Center, ethnicity, gender, and free and reduced lunch status (FRL). Questionnaire data were collected to determine what criteria were used to identify 9th graders for referral to the Academic Center. Quantitative data were analyzed to determine if mean scores of (a) graduation rate, (b) exit GPA when students are matched according to pre-entry characteristics (ethnicity, gender, and FRL status), and (c) exit GPA when the pre-entry characteristic of freshman GPA is controlled, of at-risk students participating in the Academic Center during their transition to high school differ from at-risk students who do not participate.This study found that though identification procedures at both feeder schools were similar, variance did exist. That variance could affect what type of student is selected and therefore, the statistical outcomes. Analysis of the data found that at-risk students who participated in the Academic Center did not have significantly different exit GPA scores when freshman GPA was controlled than non-participating at-risk students. However, at-risk students who participated in the Academic Center had lower graduation rates and lower exit GPA scores when matched according to ethnicity, gender, and FRL status than non-participating at-risk students
- Cataloging source
- MUU
- http://library.link/vocab/creatorName
- McCannon-Humphrey, Darci
- Degree
- Ph. D.
- Dissertation note
- Thesis
- Dissertation year
- 2011.
- Government publication
- government publication of a state province territory dependency etc
- Granting institution
- University of Missouri--Columbia,
- Index
- no index present
- Literary form
- non fiction
- Nature of contents
- dictionaries
- Label
- A logic model program evaluation : examining the outcomes of academic performance and persistence towards graduation of at-risk students enrolled in the Academic Center
- Note
- Advisor: Peggy Placier
- Carrier category
- online resource
- Carrier category code
-
- cr
- Carrier MARC source
- rdacarrier.
- Content category
- text
- Content type code
-
- txt
- Content type MARC source
- rdacontent.
- Control code
- 872560664
- Extent
- 1 online resource (vii, 122 pages)
- Form of item
- online
- Media category
- computer
- Media MARC source
- rdamedia.
- Media type code
-
- c
- Specific material designation
- remote
- System control number
- (OCoLC)872560664
- Label
- A logic model program evaluation : examining the outcomes of academic performance and persistence towards graduation of at-risk students enrolled in the Academic Center
- Note
- Advisor: Peggy Placier
- Carrier category
- online resource
- Carrier category code
-
- cr
- Carrier MARC source
- rdacarrier.
- Content category
- text
- Content type code
-
- txt
- Content type MARC source
- rdacontent.
- Control code
- 872560664
- Extent
- 1 online resource (vii, 122 pages)
- Form of item
- online
- Media category
- computer
- Media MARC source
- rdamedia.
- Media type code
-
- c
- Specific material designation
- remote
- System control number
- (OCoLC)872560664
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St. Louis Mercantile LibraryBorrow it1 University Blvd, St. Louis, MO, 63121, US38.710138 -90.311107
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University of Missouri-St. Louis Libraries DepositoryBorrow it2908 Lemone Blvd, Columbia, MO, 65201, US38.919360 -92.291620
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<div class="citation" vocab="http://schema.org/"><i class="fa fa-external-link-square fa-fw"></i> Data from <span resource="http://link.umsl.edu/portal/A-logic-model-program-evaluation--examining-the/JwEpfcxAoec/" typeof="Book http://bibfra.me/vocab/lite/Item"><span property="name http://bibfra.me/vocab/lite/label"><a href="http://link.umsl.edu/portal/A-logic-model-program-evaluation--examining-the/JwEpfcxAoec/">A logic model program evaluation : examining the outcomes of academic performance and persistence towards graduation of at-risk students enrolled in the Academic Center</a></span> - <span property="potentialAction" typeOf="OrganizeAction"><span property="agent" typeof="LibrarySystem http://library.link/vocab/LibrarySystem" resource="http://link.umsl.edu/"><span property="name http://bibfra.me/vocab/lite/label"><a property="url" href="http://link.umsl.edu/">University of Missouri-St. Louis Libraries</a></span></span></span></span></div>
