An Analysis of the Factors that Contribute to the Perceived Effectiveness of a Targeted Intervention Program for At-risk Students
An Analysis of the Factors that Contribute to the Perceived Effectiveness of a Targeted Intervention Program for At-risk Students

Author: Jarod Leroy Mendenhall

Publisher:

Published: 2010

Total Pages: 310

ISBN-13:

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"The purpose of this study was to identify and describe those factors most important to the perceived effectiveness of a targeted intervention program for at-risk students. This research was a qualitative multiple case study of 3 public school sites that had developed and implemented a targeted intervention program for at-risk students. Approximately 450 students in Grades 7, 8, and 9 were being served in the three programs. The focus of the programs was to create an environment where students were provided the necessary supports to gain the needed skills to proceed academically and experience success. The primary sources of data for this study were documentation, archival records, interviews, and direct observations. A cross-case synthesis technique was used to analyze the data. This technique treated each intervention program at the individual school sites as a separate case study; yet it permitted the researcher to aggregate the findings across the three case studies"--Abstract.

The College Aid Quandary
The College Aid Quandary

Author: Lawrence Gladieux

Publisher: Brookings Institution Press

Published: 2011-04-01

Total Pages: 110

ISBN-13: 081570724X

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Each year, millions of American families struggle with the expense of higher education. For the past fifty years, the U.S. government has helped students and families pay for college; but with the entire domestic policy agenda in flux, federal aid to education hangs in the balance. This book analyzes government policies for helping students pay for education beyond high school. It is being published at a time when aid to education is a prominent issue in battles over the federal budget and policymakers are debating the need for and effectiveness of federal student assistance programs. Starting with the post-World War II GI Bill, the book reviews the 50-year history of federal student aid legislation, assesses the results, and identifies trends and problems that cloud the future of this critically important national effort. The authors draw on the thinking of the country's top experts in examining the rationale and structure of the student aid system and how it might more effectively expand college opportunities while ensuring educational quality. Their analysis encourages policymakers to consider the multiple objectives of government aid—not just getting more students into college, but promoting student success and degree completion. The book offers a framework for future policy debates aimed at improving a system vital to America's economic future and its continued promise of opportunity. Copublished with the College Board / Dialogue on Public Policy

NASPA Journal
NASPA Journal

Author: National Association of Student Personnel Administrators (U.S.)

Publisher:

Published: 1979

Total Pages: 292

ISBN-13:

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Current Students' Perceived Effectiveness of Early Alert Intervention Strategies at a Public Two-year College in Arkansas
Current Students' Perceived Effectiveness of Early Alert Intervention Strategies at a Public Two-year College in Arkansas

Author: Catherine Burton

Publisher:

Published: 2023

Total Pages: 0

ISBN-13:

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This qualitative narrative inquiry study explored students' perceptions of intervention strategies used in the early alert program at an Arkansas two-year college. The problem addressed in this study was that student perceptions do not inform early alert program designs. By assessing the student's perceptions of intervention strategies, improvements can be made to the effectiveness of the method of intentional support through these intervention strategies. The guiding theoretical framework that served as the basis for this study was Tinto's (1993) theory of student integration. Interviews were conducted with current college students attending a public, two-year college in Arkansas to collect student perceptions regarding early alert intervention strategies used by the college. The seven participants in the study were derived, using stratified purposeful sampling, from a candidate pool list of 30 students that matched the overall demographics of the college's early alert program. Questions were asked regarding the forms of intervention strategies experienced by the student, the impact and effectiveness of those strategies, and the associated perceptions and personal motivations that resulted from involvement in the early alert program. Data analysis consisted of a thematic analysis technique to organize the data into codes and themes. The following five themes were identified during the study: (a) positive perception of student support; (b) intervention strategies provided an avenue to seek help; (c) successful interventions offered an invitation to participate, support, or guidance; (d) personal and family motivation was considered a priority; and (e) text messaging was effective and preferred. The implications of this study show a preference for text messaging, a positive response to targeted outreach from the college, and a value for personal and family motivation. Recommendations for practice include utilizing a broad variety of intervention strategies, incorporating personal and family motivation, and striving to build personal connections within early alert program design. Future research should further explore student perceptions within specific demographic categories, explore the potential impact of personal and family motivation in early alert program design, and examine the relationship between preferred outreach, such as text messaging, and making personal connections.