This article reports the findings and methodology of an evaluation of the long-term effectiveness of the Positive Action program.
The evaluation used matched-schools design and school-level achievement and disciplinary data to evaluate program effects on student performance and behavior in elementary schools. Findings indicate that participation in the Positive Action program improved student behavior, school involvement, and academic achievement at all three levels of schools, with the results showing a clear dose-response relationship. These results provide clear evidence that a coherent, comprehensive, and integrated program can have enduring effects in multiple domains. (publisher abstract modified)
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