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A Program Evaluation of Check and Connect for Successful School Completion

<p> School leaders at an urban public high school implemented the Check and Connect (C&amp;C) program to improve student engagement outcomes for at-risk students in 2010&ndash;2011. No formal program evaluation of C&amp;C had been conducted in the 2012&ndash;2013, 2013&ndash;2014, and 2014&ndash;2015 school years to show whether the program was effective. The purpose of this study was to investigate the relationship between successful school completion and participation in the C&amp;C program. A quantitative, quasi-experimental program evaluation was conducted to determine whether C&amp;C&rsquo;s student-related variables including cohort, gender, ethnicity, socioeconomic status, and truancy predicted students&rsquo; successful school completion. Archival data of students eligible for graduation (<i>N</i> = 668) were analyzed using chi square tests and logistic regression. Results showed that the model, including C&amp;C participation and all student-related variables, was significant in explaining the variance for successful school completion. Follow-up analyses revealed that C&amp;C participation for the 2013 graduation cohort only, females, and low truancy students were significantly more likely to complete school, suggesting a need for further investigation of the program&rsquo;s implementation strategy. An evaluation report was developed with recommendations to evaluate C&amp;C for implementation fidelity and to consider the use of observable indicators to recruit students for C&amp;C participation who may require targeted or intensive interventions for successful school completion. This endeavor may contribute to positive social change by informing stakeholders of C&amp;C&rsquo;s effectiveness, helping leaders make future decisions about how to approach program implementation and evaluation, and increasing successful school completion. </p>

Identiferoai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10286587
Date30 June 2017
CreatorsRiggans-Curtis, Nicole
PublisherWalden University
Source SetsProQuest.com
LanguageEnglish
Detected LanguageEnglish
Typethesis

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