Thesis (Ed.D.) -- Central Connecticut State University, 2008. / Dissertation advisor: Marc B. Goldstein. "... in partial fulfillment of the requirements for the degree of Doctor of Education." Includes bibliographical references (leaves 77-82). Also available via the World Wide Web.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1999. / Includes bibliographical references.

Thesis (M.A.)--Rowan University, 2004. / Typescript. Includes bibliographical references.

Thesis (Ph. D.)--University of Oregon, 2007. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 129-135). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 1999. / Includes bibliographical references.

Thesis (Ed.D.)--Liberty University School of Education, 2010. / Includes bibliographical references.

Thesis (Ph.D.)--Victoria University (Melbourne, Vic.), 2009.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed October 15, 2009). PDF text: vii, 135 p. : ill. (some col.) ; 5 Mb. UMI publication number: AAT 3355632. Includes bibliographical references. Also available in microfilm and microfiche formats.

The purpose of this study is to examine the four basic student assistance models and determine their distribution in Texas, describe the student assistance programs in place in public school districts in Texas including the program's goals, objectives and components, and explore the perceived effectiveness of student assistance programs as a viable means of drug and alcohol education for students enrolled in public school districts in Texas in kindergarten through twelfth grade.

It is estimated that 9-14% of children from birth to age 5 experience social and emotional problems that may significantly affect their ability to learn later in life and students of any age may experience an array of problems resulting in difficulty learning. Although interventions are available to address these issues within the school context, government funding for programs is often limited to those that are evidence based. Student Assistance Programs (SAPs) address a variety of barriers to learning but many are not supported by empirical evidence. The purpose of the study was to determine if Breakthrough, a specific SAP, had a significant effect on the dependent variables of grade point average, attendance, and behavioral referrals among N = 727 public school students in Grades 9-12. The independent variables were completion or noncompletion of the program, time, and grade level. This quantitative study used a systems perspective, nonequivalent control group design. The statistical analyses performed were a mixed ANOVA and a generalized estimating equation. The interaction of treatment, time, and grade level were found to be significant on attendance, and the interaction between treatment and time on was found to be significant for attendance. The main effect of time was found to be significant on grade point average, attendance, and behavioral referrals. The main effect of treatment was found to be significant on number of behavioral referrals. Increasing the types of supports for school-aged students may bring positive social change by allowing for higher academic achievement and by intervening with issues that may follow students into adulthood such as mental illness and substance abuse.