Dissertation/Thesis Abstract

Exploring the impact of school social workers on academic achievement in Title 1 public high schools
by Williams, Julianne F., M.S.W., California State University, Long Beach, 2014, 84; 1528070
Abstract (Summary)

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.

Indexing (document details)
Advisor: Lopez, Kristina
Commitee: Meyer-Adams, Nancy, Wilson, Steve
School: California State University, Long Beach
Department: Social Work
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
Publication Number: 1528070
ISBN: 978-1-303-98594-2
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