GRIFFIN-SPALDING MIDDLE SCHOOL ACADEMY
OVERVIEW
Griffin-Spalding Middle School Academy is part of the Accelerated Middle Schools, which is a dropout prevention program designed for 7th and 8th grade students. Operating out of a separate middle school, the Middle School Academy is a small, intensive, alternative school with coordinated support services that caters to students who are behind in their academic grade level. The program had no impacts on English or math grades, dropout rate, self-esteem, or certainty of completing high school.
DESCRIPTION OF PROGRAM
Target population: 7th and 8th grade students behind grade level.
Griffin-Spalding Middle School Academy is part of the Accelerated Middle Schools, which is a dropout prevention program designed for 7th and 8th grade students. Operating out of a separate middle school, Griffin-Spalding Middle School Academy is a small, intensive, alternative school with coordinated support services that caters to students who are behind in their academic grade level; services include counseling and attendance monitoring. Costs associated with implementing this program were $50 per student per month.
EVALUATION(S) OF PROGRAM
Dynarski M, Gleason P, Rangarajan A, Wood R. (1998). Impacts of Dropout Prevention Programs, Final Report. Mathematica Policy Research, Inc.
Evaluated population: The study sample comprised 160 students in 7th and 8th grade. Among the treatment group, 71% were male, 58% were black, and 22% had a mother with less than a high school education. These schools are located in Atlanta, GA.
Approach: Students were randomly assigned to the Griffin-Spalding Middle School Academy program (n=80) or control group (n=80). Students assigned the control group were permitted to participate in other academic programs or services. Students were assessed at baseline as well as approximately 18 months later. Outcomes assessed, through self-reports and school records, included: school attendance, academic grades, school atmosphere, self-esteem, educational aspirations, disciplinary problems, parental involvement in school activities, reading and TV watching, employment history, substance use, and pregnancy. Students also completed survey questions about student and parent characteristics, including age, race, parent’s educational attainment and employment status, and receipt of public assistance.
Results: There were no impacts on English or math grades, dropout rate, self-esteem, certainty of completing high school, parental involvement in school activities, reading, TV watching, employment, substance use, pregnancy, and educational aspirations of graduating from college.
While there were no overall impacts on disciplinary problems, there was a marginal negative impact where parents of the treatment group were more likely to receive a warning about their child’s behavior compared with the control group. There was also a marginal negative impact on increased days students were absent among the treatment group, compared with the control group. Additionally, there were marginal positive impacts on aspirations of attending graduate school and having a higher rate of grade promotion among the treatment group, compared with the control group.
SOURCES FOR MORE INFORMATION
References
Dynarski M, Gleason P, Rangarajan A, Wood R. (1998). Impacts of Dropout Prevention Programs, Final Report. Mathematica Policy Research, Inc.
For more information about the Accelerated Middle Schools program, please visit:
http://ies.ed.gov/ncee/wwc/pdf/WWC_AccelMiddleSch_070808.pdf
SUMMARY & CATEGORIZATION
Program categorized in this guide according to the following:
Evaluated participant age: 7th and 8th grade
Program component: School-based
Measured outcomes: education and cognitive development
KEYWORDS: Adolescents (12-17), Middle School, School-based, Black/African American, Teen Pregnancy, Self-Esteem, Academic Achievement, High School Completion, Teen Pregnancy, Cost
Program information last updated 9/17/09
|
|
|
© Child Trends 2003 |
|
|
|
