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Student and Intervention Characteristics as Predictors of Response to School Engagement Interventions in the 6th Grade

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.

Identiferoai:union.ndltd.org:uoregon.edu/oai:scholarsbank.uoregon.edu:1794/23722
Date06 September 2018
CreatorsBrandel, Drew
ContributorsFien, Hank
PublisherUniversity of Oregon
Source SetsUniversity of Oregon
Languageen_US
Detected LanguageEnglish
TypeElectronic Thesis or Dissertation
RightsAll Rights Reserved.

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