Resiliency enhancement and academic achievement of middle school youth in alternative schooling: A comparison of two alternative school models.

摘要

The purpose of this study was to compare the impact of two alternative school models on the enhancement of resiliency and grade achievement in middle school youth. One model utilized experiential education while the second was a traditional model. The quasi-experiential design utilized a pre and posttest of resiliency skills and grade achievement. Furthermore, School A implemented a resiliency building curriculum. Additional data was acquired through interviews. Students in the two alternative schools in the fifth through eighth grades, ages 12 to 15, were the subjects.; The raw mean change score of the resiliency skills revealed there was a positive change in all seven resiliency skills in School A, while the scores revealed an increase in four skills for School B. School A had an 11 point increase in the grade point average while School B had a three point increase.; The analysis of covariance (ANCOVA) utilized to analyze the pre/posttest scores for resiliency revealed there was no significant difference in the change scores of the seven resiliency skills between the two schools. A second ANCOVA revealed there was no significant difference in the change in grade point average between the two schools. A Correlation of Coefficients performed on the change in resiliency skills scores and change in grade point average for each student revealed no significant relationships for either school.; However, in an additional analysis of the ANCOVA investigating if the change in resiliency skills within each school was significantly different from 0, it was found that in School A the change in all seven resiliency skills was significantly different while for School B the change was found to be significant for all except initiative. It was also found that the change in grade point averages was significantly different from 0 for School A, but not School B. Therefore, these finding suggest that within each alternative school model the change in the resiliency skills was significant, but the rate of change across the two schools was not significantly different. Furthermore, the change in grade point average within School A was significant, while the change in School B was not.