ERIC Number: ED474786
Record Type: Non-Journal
Publication Date: 2001-Apr
Reference Count: N/A
Effects of an Elementary School Intervention on Students'"Connectedness" to School and Social Adjustment during Middle School.
The Child Development Project (CDP) is a comprehensive, whole-school intervention program that seeks to foster students' social, ethical, and intellectual development through helping elementary schools become "caring communities of learners"environments that are characterized by care and supportive relationships and collaboration among and between students, staff, and parents; a sense of common purpose; responsiveness to student needs; accessible and engaging curriculum; and opportunities for student participation in decision making. Findings from a 4-year, multi-site demonstration trial indicated that, when implemented widely through a school, the CDP program resulted in a number of significant outcomes for students, including positive effects on their attitudes and motivation, and reduced problem behaviors. A follow-up study of a sub-sample of former CDP program and comparison students was conducted while the students were in middle school. Data from school records, student questionnaires, and teacher feedback indicated that the CDP had many continuing positive effects on students after they left elementary school. Some effects were continuations from elementary school, and some were new effects on outcomes that had not been examined during the elementary school evaluation. In middle school, the CDP students were much more connected to school than the comparison students, had significantly higher test scores and grades, were more involved in positive youth activities, and engaged in less misconduct and delinquency. (Contains 22 references.) (HTH)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. on Drug Abuse (DHHS/PHS), Rockville, MD.
Authoring Institution: Developmental Studies Center, Oakland, CA.
What Works Clearinghouse Reviewed: Meets Evidence Standards with Reservations
IES Cited: ED474786