Measuring the impact of substance abuse on student academic achievement and academic growth

Abstract

This research presents data linking the impact of substance disorder to academic achievement, using data gathered at a recovery high school. Recovery schools provide recovery supports and a high-quality education to students with substance use disorders. The Global Appraisal of Individual Needs – Short Screener and the Northwest Evaluation Association Measures of Academic Progress were administered, and paired observations (Testing 1 (T1) vs. Testing 2 (T2)) were categorized based on information from the Global Appraisal of Individual Needs – Short Screen, as increased, decreased, or no change in substance disorder. Results confirm the impact of substance disorder on academic growth, with T1–T2 pairings in which substance disorder increased resulting in a decrease in academic growth, and T1–T2 pairings in which substance disorder decreased resulting in an increase in academic growth. The impact of no change in substance disorder from T1 to T2 varied by the time frame of the substance use, either in the past month or in the past year.

Keywords::

• substance abuse
• academic achievement
• recovery schools

Acknowledgements

The author would like to thank Michael Dennis, PhD, and Rodney R. Funk, BS of Chestnut Health Systems, for their insights into the graphing and analysis of the data included in this report. The use of the GAIN-SS was generously provided to the Association of Recovery Schools by Chestnut Health Systems and the Substance Abuse and Mental Health Services Administration, with thanks to Robert Vincent. Finally, special thanks are due to the leadership and staff at Hope Academy for their tireless work to improve the lives of their students, and in particular to Gale Stone, BA, MA Ed., Principal of Hope Academy, Rachelle Gardner, MA, LCAC, Director of Adolescent Services at Fairbanks, and Chief Operating Officer of Hope Academy, and Sigurd Zielke, DMin, LMHC, LCAC, LCSW, for their help in gathering the data and long discussions regarding its significance.

Additional information

Funding

The research reported in this article was made possible through funding provided by the National Alliance for Alcohol Research and Education (NAARE) and Fairbanks Hospital. Support was also provided by The Stacie Mathewson Foundation and the Association of Recovery Schools (ARS) and from the Lighthouse Institute, operated by Chestnut Health Systems with funds from the Substance Abuse and Mental Health Services Administration's Center for Substance Abuse and Treatment under Contract No. 270-07-0191.