ERIC Number: ED432637
Record Type: Non-Journal
Publication Date: 1999-Apr
Reference Count: N/A
Project Transition: Testing an Intervention To Help High School Freshmen Succeed.
Quint, Janet C.; Miller, Cynthia; Pastor, Jennifer J.; Cytron, Rachel E.
This report presents findings on the implementation and impacts of Project Transition, a research and demonstration program implemented at Pulaski High School in Milwaukee (Wisconsin) during the 1995-96 and 1996-97 school years, and in Schlagle High School in Kansas City (Kansas) during the 1996-97 school year. The program was deigned to test the effectiveness of a set of reforms intended to improve students' attendance and performance in the first year of high school. Project Transition implemented three primary strategies: (1) student-teacher teams of 4 teachers and approximately 120 students who share many core classes; (2) daily teacher team meetings; and (3) a coach position and other supports for teachers. The program created a more supportive environment at both schools, but it achieved positive effects on student academic achievement only at Schlagle, where it was more fully implemented. This study provides evidence of what such a program can achieve in a short period of time, and it also shows the limits of the strategy. The study shows that although a rather inexpensive but well-run intervention can improve important aspects of school performance, the effects are not dramatic. Well-implemented transition programs are just one element of a broader K-12 strategy. Four appendixes present a survey analysis, the response analysis for the student survey, a discussion of unadjusted impacts, and the regression-adjustment model. (Contains 28 tables, 8 figures, and 53 references.) (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Ford Foundation, New York, NY.; Ewing Marion Kauffman Foundation, Kansas City, MO.; State Univ. of New York, Albany. Dept. of Communication.; Office of Educational Research and Improvement (ED), Washington, DC.; Joyce Foundation, Chicago, IL.; Center for Research on the Education of Students Placed At Risk, Baltimore, MD.
Authoring Institution: Manpower Demonstration Research Corp., New York, NY.