Publication year
2014
Citation Title
A peer-led high school transition program increases graduation rates among Latino males.
Journal Name
The Journal of Educational Research
Journal Volume
107
Issue Number
3
Page Numbers
186-196
DOI
10.1090/00220671.2013.788991
Summary
In this study, 268 adolescents (9th grade youth) who participated in a peer-led high school transition program were compared to youth in a control group to examine the program’s impact on high school graduation rates. Male program participants were significantly more likely to graduate from high school in four years compared to those who did not; however, there was no significant difference for female students.
Key Findings
Male students who participated in this program had a graduation rate of 81% which was significantly higher than those who did not participate (graduation rate of 63%).
There was no significant difference in the graduation rates for females in the intervention or the control group (72% each).
For young men with a low probability of graduating, those who participated in the program had a significantly better chance of graduating (60% graduated) than those in the control group (30% graduated). There was no difference for young men with a high probability of graduating.
Implications for Military Professionals
Identify young males who are least likely to graduate and provide them additional support
Help families of youth who are least likely to graduate locate quality high school transition programs
Implications for Program Leaders
Develop a peer-mentoring program in which older military-affiliated youths mentor younger military-affiliated youths
Partner with schools to help identify military youth who are at risk for dropping out of high school, and offer a range of supportive services
Implications for Policy Makers
Encourage the development of peer-support programs for military youth
Recommend professional development for individuals who work with military youth about the benefits of peer support in youth programs
Methods
Incoming ninth-grade students at a mid-Atlantic, urban, low-income high school with a traditional graduation rate of 79% were assigned to randomly participate in either a Peer Group Connection program (35%) or control group (65%).
Peer Group Connection is a program that connects groups of freshman to older peers who aid them through the transition to high school.
All students completed a baseline survey including information on the student's demographics, discipline and absentee history, personality, academic achievement, motivation, decision-making, and attitudes toward school and peer groups.
The group who participated in the program were compared to the control group to examine whether the program had an effect on graduation rates.
Participants
Two hundred sixy-eight ninth grade students participated (50% boys).
The average number of group meetings for those in the peer program during the ninth grade year was 18 sessions (SD = 5); the average number of group meetings in the 10th grade year was 2 sessions (SD = 1.23).
The sample consisted of 92% Latino students, 2% Black students, and 6% students of other races.
Limitations
The sample was primarily Latino, so the results may not apply to other populations.
All measures were self-report; students may respond to questions in a socially-desirable manner, which would influence results.
There was no evaluation of participation in other programs that may have affected graduation rates.
Avenues for Future Research
Use non-self-report measures (e.g., 8th grade report cards or teacher evaluations) to strengthen these results
Examine possible explanations regarding the efficacy of this program for females and factors that may allow the program to better meet the needs of adolescent girls
Extend the evaluation of such programs to other populations, including miltiary youth
Focus
Civilian
Population Focus
Abstract
The authors investigated the impact of a manualized high school transition program, the Peer Group Connection (PGC) program, on the graduation rate at a low-income, Mid-Atlantic high school. The program utilized 12th-grade student peer leaders to create a supportive environment for incoming ninth-grade students. Results of a randomized control trial demonstrated that male students who participated in the program during Grade 9 were significantly more likely to graduate from high school within 4 years than male students in the control group (81% vs. 63%). Findings suggest that peers can be effective in delivering a school-based, social emotional learning intervention and that it is possible to intervene in Grade 9 to influence the probability of high school graduation.
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