Mapping the relationship of psychiatric social worker (PSW) utilization on academic achievement can help expand the understanding of school social workers' role on the academic outcomes of at-risk youth. This study explored the relationship between two characteristics of PSW utilization (presence and number of days at school) with Los Angeles Unified School District Title 1 public high school Academic Performance Index (API) scores and graduation rates using secondary data. The majority of students who attended the 61 included schools identified as socioeconomically disadvantaged (72%) and Hispanic (77%). After controlling for enrollment size, the level of PSW utilization was not related to academic achievement. Results indicated that reduced PSW utilization predicted higher API scores. Lower enrollment size predicted greater API scores. Findings point to the value of multiple school characteristics in explaining and intervening in the risk of academic failure. Implications for youth, schools, and the social profession are discussed.
|Commitee:||Meyer-Adams, Nancy, Wilson, Steve|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 53/01M(E), Masters Abstracts International|
|Subjects:||Social work, Educational psychology, Secondary education|
|Keywords:||Academic achievement, At-risk students, Low income students, Psychiatric social worker, School-based social work|
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