Date of Award
Education Specialist (Ed.S)
The purpose of the researcher was to investigate achievement and attendance of high risk students who were part of the School Support Teacher Program. The independent variables investigated were participation status, gender, and grade placement. The dependent variables were scores from the following scales of the Iowa Test of Basic Skills (ITBS): Vocabulary, Reading, Language, Art skills, Work Study skills, Mathematics, and Composite; and attendance for the year in the program. The sample consisted of 104 students with 53 in the experimental group and 51 in the control group. Six composite null hypothesis were tested at the .05 level employing a single-factor analysis of covariance. A total of 21 comparisons were made. Of the 21 comparisons made, 2 were statistically significant at the .05 level. The 2 statistically significant comparisons were for the dependent variables Reading and Mathematics. The results of the present study appears to support the following generalizations: 1. Females who participated in the SST program did better in Reading than males who participated in the program. 2. Eighth graders who participated in the program did better in Mathematics than sixth graders who participated in the program. 3. No association between participation in the SST program and achievement. 4. No association between participation in the SST program and attendance. 5. No association between the gender of those who participated in the program and attendance. 6. No association between grade level of those who participated in the SST program and attendance.
Copyright 1993 Grizel Hidalgo-Tablada
Hidalgo-Tablada, Grizel, "Meeting the Needs of High Risk Children: The School Support Teacher Role" (1993). Master's Theses. 2397.