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ERIC Number: ED342834
Record Type: Non-Journal
Publication Date: 1990-Sep
Pages: 256
Abstractor: N/A
Reference Count: N/A
Partners for Valued Youth: Dropout Prevention Strategies for At-Risk Language Minority Students. Final Technical Report.
Robledo, Maria del Refugio
A study was done to evaluate Partners for Valued Youth (PVY), an instructional cross-age tutoring program in San Antonio (Texas) designed to reduce dropout rates among Hispanic limited-English proficient (LEP) middle-school children, who are at risk of leaving school. The program has these students tutor younger, elementary school students. The evaluation used psychometric measures and surveys of the 74 tutors who participated in the PVY for 2 years as seventh and eighth graders, respectively, and 92 middle school students who served as a comparison control group. The impact of PVY on the dropout rate was positive, with only one percent of tutors dropping out and 12 percent from the control group dropping out. Teachers also observed tutors developing career goals with only 10 percent not knowing what they wanted for a future career. Data on tutees show higher test scores in all areas and decreased disciplinary referrals. After participation in PVY, tutors had significantly higher reading grades than the comparison group. At the end of 2 years of program participation, there were no significant differences between the tutors and the comparison group in any of the six achievement test areas. Included are 26 tables and 70 figures. Appendices list procedures for identification, assessment, and placement of LEP students; means for tutors and controls; student comments from the study survey; parent comments; teacher comments; site evaluation figures; the study questionnaire; focus group comments; tutors' journal comments; and a glossary. (75 references) (JB)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: Practitioners; Researchers; Policymakers
Language: English
Sponsor: Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC.
Authoring Institution: Intercultural Development Research Association, San Antonio, TX.; Development Associates, Inc., Arlington, VA.