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ERIC Number: ED516230
Record Type: Non-Journal
Publication Date: 2010
Pages: 117
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1240-3956-5
ISSN: N/A
An Analysis of the Impact of Intervention Programs on the Completion I Rate of Hispanic Students in High School
Johnson, Jamey Raquel
ProQuest LLC, Ed.D. Dissertation, Tarleton State University
The United States Department of Education (2008) noted that the percentage of ethnic minority students in public education increased from 22 percent in 1972 to 43 percent in 2006. This increase largely reflected the growth of the Hispanic population, especially in the state of Texas. Richard (2003) reported that Hispanic students drop out of school at a higher rate than Anglo students, and it is more likely in the future that Hispanic adult educational attainment will trail that of Anglos. Huntington (2004) noted that Hispanic children make up significant majorities of the student population in the schools of the Southwest. In the state of Texas, 49% of students enrolled in the public school system are Hispanic (Texas Education Agency, 2009). The present study addressed the following question: Which of the three intervention programs--Advancement via Individual Determination (AVID), Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP), and Upward Bound--either individually or in combination, significantly increased the Hispanic retention in high school? One method of measuring student progress in school is the completion rate. The completion rate was defined as the percentage of students from a class of seventh or ninth graders who graduate, earn a General Educational Development (GED) certificate or are still enrolled in school in the fall after the class graduates. The Completion I Rate includes students who have graduated or continued high school. Completion I Rates of the campuses that were utilized were analyzed in the study. District size, instructional expenditures per student, and the percentage of students who had been identified as economically disadvantaged were control variables. Results of ANCOVA analyses provided no evidence that any one intervention program is more effective than any other intervention program and/or combination of intervention programs. There was no statistically significant difference among the intervention programs. The results of the study were that AVID, GEAR UP, or Upward Bound did not show statistical significance for impacting Completion I Rate in high schools with a 40% or higher Hispanic population. The conclusion stemming from the results is that either the three program interventions were equally effective or they are equally ineffective. Thus, the recommendation is that if a school is going to implement one of these programs, cost, convenience, ease of implementation, minimum disruption in the curriculum, and other "non retention" criteria should be used in the selection process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas; United States
Identifiers - Assessments and Surveys: General Educational Development Tests
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards