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The effects of participating in the ...

Bowen-Lipscomb, Diane C.

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The effects of participating in the P.A.T.H.S. program on academic achievement of at-risk students in an empowered urban school district.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effects of participating in the P.A.T.H.S. program on academic achievement of at-risk students in an empowered urban school district./
Author:	Bowen-Lipscomb, Diane C.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2004,
Description:	102 p.
Notes:	Source: Dissertations Abstracts International, Volume: 66-02, Section: A.
Contained By:	Dissertations Abstracts International66-02A.
Subject:	Educational evaluation. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3128518
ISBN:	9780496757800

The effects of participating in the P.A.T.H.S. program on academic achievement of at-risk students in an empowered urban school district.
Bowen-Lipscomb, Diane C.

The effects of participating in the P.A.T.H.S. program on academic achievement of at-risk students in an empowered urban school district. - Ann Arbor : ProQuest Dissertations & Theses, 2004 - 102 p.

Source: Dissertations Abstracts International, Volume: 66-02, Section: A.

Thesis (Ed.D.)--Temple University, 2004.

This item must not be sold to any third party vendors.

The educational system in America is failing to successfully educate all children in the United States. The research clearly shows that children in urban districts perform worst of all students, while failing to meet the basic level of standards on national tests in reading and mathematics. This study investigates the effectiveness of participating in the P.A.T.H.S. (Providing Alternative Thinking Strategies) program on academic achievement of third grade at-risk students in The Harrisburg City School District, an empowered school district, over the school year period 1998-99 and 1999-00. The methodology is a 2 x 2 x 2 x 2 x 2 quasi-experimental design analyzing data of the hypotheses on the dependent variable, Stanford Achievement Test 9 (SAT 9) reading and mathematics scores to the primary independent variable, student participation in the PATHS program. The sample of 208 third grade at-risk students pre and posttests are compared utilizing the repeated-measurements Type 2 analysis of variance with the independent variables of racial composition, gender, and student academic status. The level of statistical significance for acceptance or rejection of the three hypotheses is p-value < .05. The findings fill the gap in the body of research as the correlation between standardized achievement tests and participation in the PATHS program; a research-based social, emotional, violence prevention program has not been measured in an empowered urban school district. To replicate this study with a larger sample, school administrators, social scientists, as well as local, state, and federal policymakers can further develop and implement educational policies to improve student achievement on standardized tests in urban districts.

ISBN: 9780496757800Subjects--Topical Terms:

526425
Educational evaluation.
Subjects--Index Terms:

Achievement

The effects of participating in the P.A.T.H.S. program on academic achievement of at-risk students in an empowered urban school district.
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520 $a The educational system in America is failing to successfully educate all children in the United States. The research clearly shows that children in urban districts perform worst of all students, while failing to meet the basic level of standards on national tests in reading and mathematics. This study investigates the effectiveness of participating in the P.A.T.H.S. (Providing Alternative Thinking Strategies) program on academic achievement of third grade at-risk students in The Harrisburg City School District, an empowered school district, over the school year period 1998-99 and 1999-00. The methodology is a 2 x 2 x 2 x 2 x 2 quasi-experimental design analyzing data of the hypotheses on the dependent variable, Stanford Achievement Test 9 (SAT 9) reading and mathematics scores to the primary independent variable, student participation in the PATHS program. The sample of 208 third grade at-risk students pre and posttests are compared utilizing the repeated-measurements Type 2 analysis of variance with the independent variables of racial composition, gender, and student academic status. The level of statistical significance for acceptance or rejection of the three hypotheses is p-value < .05. The findings fill the gap in the body of research as the correlation between standardized achievement tests and participation in the PATHS program; a research-based social, emotional, violence prevention program has not been measured in an empowered urban school district. To replicate this study with a larger sample, school administrators, social scientists, as well as local, state, and federal policymakers can further develop and implement educational policies to improve student achievement on standardized tests in urban districts.
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