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Abstract
Project GOAL is a systematic dropout prevention model including individual and peer-mediated group interventions for at-risk students. This article provides an overview of the Project GOAL model and describes a 2-year experimental pilot study of Project GOAL with a cohort of eighth- and ninth-grade students in a low-income school district in the southwest United States. Qualifying eighth-grade students (n = 94) in one middle school were randomly assigned to one of two conditions: Project GOAL or a business-as-usual control. Preliminary program outcomes include an increase in educational expectations for Project GOAL students but a decline in their view of school's relevance. The authors provide key insights into effective school-level implementation for settings that embrace a long-term commitment to change.
Funding
This research was supported by The Greater Texas Foundation and The Meadows Center for Preventing Educational Risk. It was also supported in part by Grant R324B080008 from the Institute of Education Sciences Postdoctoral Research Training Program. The content is solely the responsibility of the authors and does not necessarily represent the official views of the Institute of Education Sciences.
Note
1. Copies of both the daily session and group session fidelity protocols are available by contacting the first author.
Additional information
Notes on contributors
Jade Wexler
Jade Wexler is an Assistant Professor in the Department of Counseling, Higher Education, and Special Education, University of Maryland
Nicole Pyle
Nicole Pyle is an Assistant Professor in the Department of Teacher Education and Leadership, Utah State University.
Anna Maria Fall
Anna Maria Fall is a Research Associate at the Meadows Center for Preventing Educational Risk at The University of Texas at Austin.