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Student Engagement & Empowerment Project, Final Report

NCJ Number
254670
Date Published
Author(s)
Aaron Lyon, Chay Davis, Jessica Coifman, Erin McRee, Beth Delaney
Agencies
NIJ-Sponsored
Publication Type
Grant Report
Annotation
This is the Final Report on the methodology and findings of a project intended to improve school capacity to implement a Tier 2 intervention (Student Engagement and Empowerment) to improve student attendance, behavior, and achievement, as well as evaluate the effects of this intervention.
Abstract
The intervention and research were individualized to fit existing school operations in a partnering local school district. The Student Engagement and Empowerment (SEE) program consists of seven lessons about growth-mindset and social belonging. The growth mindset intervention (GMI) component emphasizes an overall mindset that it is possible to experience growth/change and overcome barriers encountered in and outside of school. Throughout the intervention, testimonials from other students are used to support the concept of growth mindset. The social belonging intervention (SBI) intends to change how students think or feel about themselves in relation to school, as well as their experiences with others. Outcome data were collected for at-risk students in classrooms that received the SEE program. Data were compared with a comparison sample of at-risk students in classrooms that did not receive the SEE program. The evaluation findings showed positive qualitative results when students who participated in the SEE program were questioned about their growth mindset, social belonging, and other self-reported outcomes; however, the evaluation was unable to demonstrate that the SEE intervention resulted in superior outcomes on a number of quantitative outcome measures compared to outcomes under the control conditions. Both participants and control groups were administered Theory of Intelligence, Efforts Beliefs, Learning Goals, Sense of Belonging, WARNS Needs, and academic performance. 6 tables, 3 figures, and appended evaluation instruments
Date Created: May 3, 2020