School engagement has emerged as a consistent target variable in prevention and intervention efforts to improve student achievement and reduce risk of dropout. This dissertation study analyzed several student-level and intervention-level characteristics as potential predictors of student response to school engagement interventions. Participants included 757 6th graders who were a part of a large-scale, comprehensive intervention project for Oregon middle schoolers. The results of the current study indicated that students’ baseline school engagement (as measured by the Student Engagement Instrument), Limited English Proficiency (LEP) Status, and school district significantly predicted response. Implications for research and practice are discussed.
| Identifer | oai:union.ndltd.org:uoregon.edu/oai:scholarsbank.uoregon.edu:1794/23722 |
| Date | 06 September 2018 |
| Creators | Brandel, Drew |
| Contributors | Fien, Hank |
| Publisher | University of Oregon |
| Source Sets | University of Oregon |
| Language | en_US |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Rights | All Rights Reserved. |
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