The International Observatory on Academic Achievement - Documentary search

File number :
PPEE-DSC-10e

Bibliographic reference :
Janosz, M., Deniger, M.A., Roy, G., Lacroix, M., Langevin, L., LeBlanc, M., & Fallu, J.S. (2001). Évaluation de programmes de prévention du décrochage scolaire pour adolescents de milieux défavorisés. Rapport de recherche : Programme d’actions concertées sur le décrochage scolaire en milieu défavorisé. École de Psychoéducation, Université de Montréal. (Résumé de)

Abstract :

Study Objective
The goal of this Quebec, Canada evaluative study was to enhance understanding of the effectiveness of prevention programmes on potential dropouts from disadvantaged areas, assess the quality of programme implementation and shed light on the characteristics and processes underpinning their effectiveness.

Prevention Programmes
During this study, five prevention programmes for disadvantaged children 12 to 13 years of age (1 programme) and 14 to 18 years of age (4 programmes) exhibiting various risk factors were assessed. Four of these programmes involved schooling at-risk students in special classes or educational settings, while one programme aimed at fostering student learning and motivation after school hours in a community organization.

Main Results
In the short term (first year), the authors of this study reported an improvement in the quality of students’ school adjustment together with a higher level of academic performance and motivation, in contrast with the comparison groups.

In the medium term (after one year), although 51% of students who participated in the programmes dropped out compared to 7% of at-risk students in regular classes, the students who persisted showed school adjustment that was comparable, even superior in some instances, to that of the comparison/control groups. However, the students realized that their skills were insufficient to pursue schooling in the regular stream, which dampened their enthusiasm.

The effects of these programmes on the students were twofold: it was felt that relationships with teachers/educators and the quality of teaching practices had improved. In addition, the effects of the programmes would differ based on youth profile, but not on student gender or ethnicity.

Lastly, the authors noted that cooperation between schools and community organizations mainly helped schools make up for a lack of resources. However, they pointed out that a positive aspect of this partnership was the ability of community organizations to help youth attach meaning to their schooling.

Recommendations and Courses of Action
For students at high risk of dropping out, the authors called for interventions providing close follow-up and ongoing support of students and encouraging teachers to be more available, a condition conducive to a warm and supportive relationship. However, the authors reiterated that in spite of being needed to prevent dropout, these interventions were not sufficient. Measures taken by educators to help adjust the educational setting to suit students’ vulnerabilities should also be complemented by actions aimed at improving these students’ learning skills and strategies.

Key Words :
Evaluative Study, Disadvantaged Area, Quality of Implementation, Prevention Programme Characteristics, Prevention Programme Processes, Individual Risk Factors, School Adjustment, Special Education, Student-teacher/educator Relationships, Teaching Practices, School-community-organization Partnership, Academic Performance, Motivation, Secondary/High School, Newsletter14

Monitored Countries :
Quebec, Canada