Program

May 30, 2013

OVERVIEW

Flowers with Care is a GED program for high school aged students who have dropped out of school. In addition to providing GED programming, it also includes extensive counseling, youth development programming, and job skill training. An experimental evaluation of the program found positive impacts on the amount of warnings parents received about their teen’s attendance and about behavior problems, as well as teens’ likelihood to get into a fight and desire to graduate from college.

DESCRIPTION OF PROGRAM

Target population: High school aged students who have dropped out of school.

Flowers with Care is a GED program that includes intensive counseling, youth development programming, and job training.

EVALUATION OF PROGRAM

Dynarski M, Gleason P, Rangarajan A, & Wood R. (1998). Impacts of dropout prevention programs, final report. Washington, D.C.: Mathematica Policy Research, Inc.

Evaluated population:  The study sample comprised 165 students of high school age who have dropped out of school. The study took place in Queens, New York. The average age of the sample was 17 years. Among the treatment group, 42 percent were girls, 37 percent were Latino, 35 percent were Black, and 23 percent had a mother with less than a high school education.

Approach: Students were randomly assigned to the Flowers with Care program (n=105) or to a control group (n=60). Students assigned to the control group were permitted to participate in other educational programs. Students were assessed at baseline as well as approximately 18 months and 30 months later. (The first cohort was followed for three years while the second cohort was followed for two years.) Outcomes were assessed through self report. 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: During the first follow up year, participants assigned to the Flowers with Care intervention, compared with  those assigned to the control group were more likely to be attending any type of school, and more likely to be attending a GED program. No impacts were found for attending regular school or an alternative school. At year two, participants assigned to the Flowers with Care intervention, compared with  those assigned to the control group, were significantly less likely to have their parents receive warnings about attendance, to have parents receive warnings about behavior, or to get into a fight. Impacts were found during year three but not year two for students wanting to graduate from college. No significant impacts were found for year two or three on dropping out, receiving a high school diploma or GED self reported low self-esteem, external locus of control, females who got pregnant during previous year, males arrested during previous year, or students who smoke marijuana during previous months, being sent to the office for doing something wrong, being sent to the office because of schoolwork, would like to attend graduate school, parents attending school meetings, parents phoning or speaking to teacher or counselor, parents visiting classes, parents attending school event, students being employed in the previous year, reading for fun two or more hours per week, or watching TV for two or fewer hours per night.

SOURCES FOR MORE INFORMATION

Program information and curriculum materials unavailable.

References:

Dynarski M, Gleason P, Rangarajan A, & Wood R. (1998). Impacts of dropout prevention programs, final report. Washington, D.C.: Mathematica Policy Research, Inc.

KEYWORDS:  High School, Adolescents, Youth, Urban, High School Completion/Drop Out, Employment/Earnings, Academic Achievement/Grades, Academic Motivation/Self-Concept/Expectations/Engagement, Attendance, Counseling/Therapy, School-Based, Teen pregnancy, Aggression, Other Behavior Problems, Self-Esteem/Self-Concept, Delinquency, Marijuana/Illicit/Prescription Drugs, Reading/Literacy

Program information last updated on 5/30/13