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|a Steward, Robbie J.
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|a Using Familialism within the Schools To Increase Attendance and Academic Performance of African American Urban High School Freshmen :
|b Evaluating the Student-Teacher-Parent Support Unit /
|c Robbie J. Steward and Martin Hill.
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| 260 |
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|a [Place of publication not identified] :
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|c 1999.
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|a ERIC Note: Paper presented at the Great Lakes Regional Conference of the American Psychological Association (Columbus, OH, 1999).
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|a The primary objective of this paper is to present the outcome of an evaluation of the effect of the implementation of a learning community on the academic performance and academic involvement (attendance) of 50 urban African American freshmen who had been identified as at highest risk for academic failure. The learning community, the Student-Teacher-Parent Support (STPS) Unit, created guidelines to work collaboratively with students, parents, and counselors to insure the best possible climate for learning. The STPS Unit was found to be most effective in increasing the academic performance and academic involvement of academically unprepared students. Attendance and academic performance were found to be significantly higher for participants in the STPS Unit than for nonparticipants in a control group. (Contains 7 tables and 10 references.) (Author/SLD)
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|a Academic Achievement.
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|a Attendance.
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|a Black Students.
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|a High Risk Students.
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|a High School Freshmen.
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|a Partnerships in Education.
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|a Teacher Student Relationship.
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|a Hill, Martin,
|e author.
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