Expectations and High School Change: Teacher-Researcher Collaboration to Prevent School Failure

Abstract

This reprinted chapter originally appeared in American Journal of Community Psychology, 1991(Jun), 19(3), 333-363. (The following abstract of the original article appeared in record 1992-03476-001.) Examined the multilevel outcomes of a collaborative preventive intervention for 158 9th graders at risk for school failure and 154 comparison students in a study using qualitative and quasi-experimental methods. Teachers, administrators, and researchers implemented innovative practices communicating positive expectations for low-achieving Ss in their transition to high school. Changes were made in the practices of curriculum, grouping, evaluation, motivation, student responsibility, and relationships. Change was promising but not uniform. Project Ss showed improved grades and disciplinary referrals postintervention and increased retention in school 1 yr later, but their absences rose and improved performance was not maintained. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: chapter)