NotesFAQContact Us
Search Tips
ERIC Number: ED518731
Record Type: Non-Journal
Publication Date: 2010
Pages: 128
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1242-1550-1
A Causal-Comparative Analysis of the Effects of a Student Support Team (SST) Intervention Model at a Secondary School
Johnson, Mid D.
ProQuest LLC, Ed.D. Dissertation, Stephen F. Austin State University
The purpose of this research was to identify and examine the effectiveness of a "Student Support Team" (SST) intervention model designed to increase the performance of struggling secondary students and to help them achieve prescribed state standards on the mathematics "Texas Assessment of Knowledge and Skills (TAKS)" administered to school children in the State of Texas. This study utilized a quantitative causal-comparative analysis with the statistic of ANCOVA that calculated the effectiveness of the interventions for SST participants compared to non-participants. The study also analyzed the effectiveness of the program by comparing the scores of the same group of participants from 2008 to 2009 on mathematics TAKS. A partial eta squared value and contrast estimate value were used to test the hypotheses. Results indicated that participants in the SST intervention program did not outperform non-participants as indicated by eta[subscript 1] (partial eta[superscript 2]). However, SST participants did show improvement to a moderate degree from 2008 to 2009 displayed by the contrast estimate value placed on a confidence interval. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas