This program evaluation seeks to determine whether a new expulsion program established in a suburban school district in the Mountain West region of the United States was successful in its goals of reengaging expelled students and preparing them for a successful transition back to a traditional school. This new program was designed as a foil to computer based programs of previous years and adopted a social-emotional focus to increase student resiliency. Quantitative student data, as well as qualitative data from student focus groups was analyzed to gauge program effectiveness. Findings indicate that students earned significantly more credits and had significantly fewer absences than students from the previous year’s program. Focus groups suggested that a warm, welcoming environment staffed by caring, supportive adults was critical to increasing student engagement. Additionally, direct instruction and practice of social-emotional and resiliency skills contributed to a sense of preparedness to return to a traditional school environment.
|Commitee:||Harris, Bryn, Stein, Rachel M.|
|School:||University of Colorado at Denver|
|School Location:||United States -- Colorado|
|Source:||DAI-A 80/08(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Educational psychology|
|Keywords:||Expulsion, Resiliency, Social emotional learning|
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