NCJ Number
255500
Journal
American Journal of Health Behavior Volume: 1 Issue: 27 Dated: 2003 Pages: S6-S21
Date Published
2003
Length
16 pages
Annotation
This article reports the findings and methodology of an evaluation of the long-term effectiveness of the Positive Action program.
Abstract
The evaluation used matched-schools design and school-level achievement and disciplinary data to evaluate program effects on student performance and behavior in elementary schools. Findings indicate that participation in the Positive Action program improved student behavior, school involvement, and academic achievement at all three levels of schools, with the results showing a clear dose-response relationship. These results provide clear evidence that a coherent, comprehensive, and integrated program can have enduring effects in multiple domains. (publisher abstract modified)
Date Published: January 1, 2003
Downloads
Similar Publications
- Student Outcomes from the Pilot Test of a Comprehensive School Safety Framework for High Schools: Student Ownership, Accountability, and Responsibility for School Safety (SOARS)
- Equity in law enforcement actions following a school threat assessment
- Unraveling the Contextual Effects on Student Suspension and Juvenile Arrest: The Independent and Interdependent Influences of School, Neighborhood, and Family Social Controls