A Peer-Led High School Transition Program Increases Graduation Rates among Latino Males
Johnson, Valerie L.; Simon, Patricia; Mun, Eun-Young (2014). Journal of Educational Research, v107 n3 p186-196. Retrieved from: https://eric.ed.gov/?id=EJ1031007
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examining268Students, grade9
Practice Guide
Review Details
Reviewed: September 2017
- Practice Guide (findings for Dropout Prevention)
- Randomized Controlled Trial
- Meets WWC standards without reservations because it is a randomized controlled trial with low attrition.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
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Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
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Graduated high school |
Dropout Prevention vs. Business as usual |
4 Years |
Full sample;
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77.00 |
68.00 |
No |
-- |
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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Urban
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Race Black 2% Other or unknown 6% -
Ethnicity Hispanic 92% Not Hispanic or Latino 8%
Study Details
Setting
The study was set in an urban high school in a mid-Atlantic state. The area from which the participants were drawn was "ranked by the Brookings Institute as one of the top 100 most economically depressed localities in the United States."
Study sample
Participants were Hispanic/Latino (92%), Other (6%) and African American (2%).
Intervention Group
Upon entering their ninth grade year, each student was assigned to a peer leader. Peer leaders were 12th grade students. Each Peer Leader was assigned to 12 freshmen. The Peer Leader met with their group of freshmen for 40-minute sessions weekly, during school hours, throughout the participant's freshmen year. During these weekly group sessions, participants practiced academic, social and emotional skills, critical thinking, goal setting, decision making, time management, teamwork, and communication via hands-on activities. Three 2.5-hr booster sessions were conducted during participants sophomore year. Booster sessions were designed to reinforce the skills practiced during the participants' freshmen year. A Family Night was held for Peer Leaders and participants during participants freshman and sophomore years.
Comparison Group
The authors do not describe the comparison condition, but presumably whatever normally happened at school.
Support for implementation
Faculty Advisors, who supervised and trained the Peer Leaders, participated in an initial 11-day training program before the start of the program. Over the course of the first 15 months of the program, faculty advisors also participated in a 3-day and three 1-day training conferences. Peer Leaders participated in an initial 3-day, 2-night leadership training retreat. Over the course of the first academic year, peer leaders participated in a daily leadership course where they practiced leading group discussions and the skills needed to be positive role models.
Grant Competition
Review Details
Reviewed: February 2016
- Grant Competition (findings for Peer Group Connection (PGC) Program)
- Randomized Controlled Trial
- Meets WWC standards without reservations
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
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4-year graduation rate |
Peer Group Connection (PGC) Program vs. Unknown |
End of study |
Full sample;
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0.77 |
0.68 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
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4-year graduation rate |
Peer Group Connection (PGC) Program vs. Unknown |
Posttest |
Male;
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0.81 |
0.63 |
Yes |
|
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4-year graduation rate |
Peer Group Connection (PGC) Program vs. Unknown |
Posttest |
Female;
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0.72 |
0.72 |
No |
-- | ||
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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Female: 50%
Male: 50% -
Urban
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Northeast
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Race Black 2% Other or unknown 6% -
Ethnicity Hispanic 92% Not Hispanic or Latino 8%
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Study findings for this report.
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