Both treatment and control groups showed significant pre-post declines in grades and declines in discipline referrals over the transition year¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2022: baselines and conditions change

Subclaims¶

q3 i? Grades decreased significantly between pretest and posttest for both treatment and control groups. → Kelchner 2017 q3 i? Discipline referrals decreased significantly between pretest and posttest for both groups. → Kelchner 2017 (2)

Evidence¶

Kelchner 2017¶

Kelchner, V. P., Evans, K., Brendell, K., Allen, D., Miller, C., & Cooper-Haber, K. (2017). The Effect of a School-Based Transitional Support Intervention Program on Alternative School Youth's Attitudes and Behaviors. The Professional Counselor, 7(2), 169-184. https://doi.org/10.15241/vpk.7.2.169

q3 · i? · causal · r1

Univariate simple-effects tests following the significant multivariate time effect in the repeated measures MANOVA. The article reports a significant pre-post difference for grades, F(1,50) = 13.178, p < .001, with both groups' grades decreasing; no effect size is printed.

"Examination of the simple effects indicated a significant difference between pre- and post-values for grades: F(1,50) = 13.178, p < .001. Both treatment and control grades decreased between pre- and post-grades."

Kelchner 2017 (2)¶

Kelchner, V. P., Evans, K., Brendell, K., Allen, D., Miller, C., & Cooper-Haber, K. (2017). The Effect of a School-Based Transitional Support Intervention Program on Alternative School Youth's Attitudes and Behaviors. The Professional Counselor, 7(2), 169-184. https://doi.org/10.15241/vpk.7.2.169

q3 · i? · causal · r1

Univariate simple-effects test for discipline referrals in the same repeated measures MANOVA, F(1,50) = 6.206, p < .05, with both treatment and control groups decreasing; no effect size is printed.

"The simple effects indicated a significant difference in pre- and post-values for discipline: F(1,50) = 6.206, p < .05. Both treatment and control had a decrease in discipline referrals between pre- and post-values."

Discussion¶

Related Claims¶

• The transitional support intervention showed no significant treatment effect on attendance, discipline, or credit accrual — related
• The comparison group showed a statistically significant decrease in reading rate from pretest to posttest — related
• A school-based transitional support intervention produced a significant treatment effect on school attitudes among youth returning from alternative school — related