Student Training and Reentry Program is skill building program with a counseling and social service component aimed at helping students return to school, enroll in a GED program, or enroll in a vocational program. An experimental evaluation of the program found significant negative impacts at year two for students smoking marijuana during the previous month. Significant positive impacts were found at year two for being sent to the office for doing something wrong, being sent to the office because of school work, parents receiving warnings about behavior, and getting into a fight.
DESCRIPTION OF PROGRAM
Target population: High school aged students who have dropped out of school or are likely to drop out of school.
Student Training and Reentry Program is a nine-week program to build basic skills and address problems through counseling and social services. The goal of the program is to help transition students back to school, into a GED program or into a vocational institute.
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 405 students of high school age who have dropped out of school or are at risk of dropping out of school. The study took place in Tulsa, Oklahoma. The average age of the sample was 17 years. Among the treatment group, 66 percent were boys and 73 percent were white.
Approach: Students were randomly assigned to the Student Training and Reentry Program (n=257) or to a control group (n=148). 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, including self-esteem, drug and alcohol use, academic aspirations, and parent involvement in school 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 Student Training and Reentry Program, compared with those assigned to the control group, were more likely to be attending any type of school, and more likely to be attending an alternative school. No impacts were found for attending regular school or a GED program. No impacts were found at year two or three for self-esteem, external locus of control, females getting pregnant during the previous year, males being arrested during the previous year, parents receiving warnings about attendance, wanting to graduate from college, wanting to attend graduate school, parents attending school meetings, parents phoning or speaking to a teacher or counselor, parents visiting classes, parents attending school events, students being employed in the previous year, reading for fun for two or more hours per week, and watching TV for two or fewer hours per night. Significant negative impacts were found at year two for students smoking marijuana during the previous month. Significant positive impacts were found at year two for being sent to the office for doing something wrong, being sent to the office because of school work, parents receiving warnings about behavior, and getting into a fight.
SOURCES FOR MORE INFORMATION
Program information and curriculum materials unavailable.
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, high school completion/ drop out, employment/earnings, academic achievement/grades, academic motivation/self-concept/expectations/engagement, attendance, counseling/therapy, school-based, teen pregnancy, self-esteem/self-concept, delinquency, marijuana/illicit/prescription drugs, aggression, other behavior problems, reading/literacy
Program information last updated on 5/31/13