724
Views
4
CrossRef citations to date
0
Altmetric
Articles

A meta-analysis on the outcomes of adolescents at risk for school drop-out attending nonresidential alternative educational facilities

ORCID Icon, , , , , ORCID Icon & show all

References

  • *Aeby, V. G., Manning, B. H., Thyer, B. A., & Carpenter-Aeby, T. (1999). Comparing outcomes of an alternative school program offered with and without intensive family involvement. School Community Journal, 9(1), 17–31.
  • Andrews, D. A. (1995). The psychology of criminal conduct and effective treatment. In J. McGuire (Ed.), What works: Reducing offending. West Sussex: John Wiley.
  • Andrews, D. A., & Bonta, J. (2010). Rehabilitating criminal justice policy and practice. Psychology, Public Policy and Law, 16(1), 39–55. doi:10.1037/a0018362
  • Andrews, D. A., Bonta, J., & Hoge, R. D. (1990). Classification for effective rehabilitation: Rediscovering psychology. Criminal Justice and Behavior, 17(1), 19–52. doi:10.1177/0093854890017001004
  • Armijo-Olivo, S., Stiles, C. R., Hagen, N. A., Biondo, P. D., & Cummings, G. G. (2012). Assessment of study quality for systematic reviews: A comparison of the cochrane collaboration risk of bias tool and the effective public health practice project quality assessment tool: methodological research. Journal of Evaluation in Clinical Practice, 18(1), 12–18. doi:10.1111/j.1365-2753.2010.01516.x
  • Aron, L. Y. (2003). Towards a typology of alternative education programs: A compilation of elements from the literature. Washington, DC: Urban institute.
  • Aron, L. Y., & Zweig, J. M. (2003). Educational alternatives for vulnerable youth: Student needs, program types, and research directions. Washington, DC: Urban Institute.
  • Assink, M., & Wibbelink, C. J. M. (2016). Fitting three-level meta-analytic models in R: A Step-by-step tutorial. The Quantitative Methods for Psychology, 12(3), 154–174.
  • *Carpenter-Aeby, T., & Aeby, V. G. (2001). Family-school-community interventions for chronically disruptive students: An evaluation of outcomes in an alternative school. School Community Journal, 11(2), 75–92.
  • *Carpenter-Aeby, T., & Aeby, V. G. (2005). Program evaluation and replications of school-based mental health services and family-community interventions with chronically disruptive students. School Community Journal, 15(2), 37–61.
  • Cheung, A. C. K., & Slavin, R. E. (2016). How methodological features affect effect sizes in education. Educational Researcher, 45(5), 283–292.
  • Christle, C. A., Jolivette, K., & Nelson, C. M. (2005). Breaking the school to prison pipeline: Identifying school risk and protective factors for youth delinquency. Exceptionality, 13(2), 69–88. doi:10.1207/s15327035ex1302_2
  • *Cox, S. M. (1999). An assessment of an alternative education program for at-risk delinquent youth. Journal of Research in Crime and Delinquency, 36(3), 323–336. doi:10.1177/0022427899036003004
  • Cox, S. M., Davidson, W. S., & Bynum, T. S. (1995). A meta-analytic assessment of delinquency-related outcomes of alternative education programs. Crime & Delinquency, 41, 219–234. doi:10.1177/0011128795041002004
  • Deeds, C., & DePaoli, J. (2017). Measuring success: Accountability for alternative education. Washington, DC: American Youth Policy Forum and Civic Enterprises.
  • *Dugger, J. M., & Dugger, C. W. (1998). An evaluation of a successful alternative high school. High School Journal, 81, 218–228.
  • Duval, S., & Tweedie, R. (2000). Trim and fill: A simple funnelplot-based method of testing and adjusting for publication bias in meta-analysis. Biometrics, 56(2), 455–463.
  • *Edgar-Smith, S., & Palmer, R. B. (2015). Building supportive school environments for alternative education youth. Preventing School Failure: Alternative Education for Children and Youth, 59(3), 134–141. doi:10.1080/1045988X.2013.865587
  • Egger, M., Smith, G. D., Schneider, M., & Minder, C. (1997). Bias in meta-analysis detected by a simple, graphical test. BMJ, 315(7109), 629–634. doi:10.1136/bmj.315.7109.629
  • Flower, A., McDaniel, S. C., & Jolivette, K. (2011). A literature review of research quality and effective practices in alternative education facilities. Education and Treatment of Children, 34(4), 489–510. doi:10.1353/etc.2011.0038
  • *Franklin, C., Streeter, C. L., Kim, J. S., & Tripodi, S. J. (2007). The effectiveness of a solution-focused, public alternative school for dropout prevention and retrieval. Children and Schools, 19, 133–144.
  • Gable, R. A., Bullock, L. M., & Evans, W. H. (2006). Changing perspectives on alternative schooling for children and adolescents with challenging behavior. Preventing School Failure: Alternative Education for Children and Youth, 51(1), 5–9.
  • Goense, P. B., Assink, M., Stams, G. J. J. M., Boendermaker, L., & Hoeve, M. (2016). Making ‘what works’ work: A meta-analytic study of the effect of treatment integrity on outcomes of evidence-based interventions for juveniles with antisocial behavior. Aggression and Violent Behavior, 31, 106–115. doi:10.1016/j.avb.2016.08.003
  • Hair, H. J. (2005). Outcomes for children and adolescents after residential treatment: A review of research from 1993 to 2003. Journal of Child and Family Studies, 14(4), 551–575.
  • Henrich, R. S. (2005). Expansion of an alternative school typology. Journal of at-Risk Issues, 11(1), 25–37.
  • Horsford, S. D., & Powell, K. L. (2016). Second chances academy: Alternative school or pathway to prison? Journal of Cases in Educational Leadership, 19(1), 18–27.
  • Houben, M., V. d., Noortgate, W., & Kuppens, P. (2015). The relation between short-term emotion dynamics and psychological well-being: A meta-analysis. Psychological Bulletin, 141(4), 901–930.
  • IDEA. (2004). Individuals with Disabilities Education Act, 20 U.S.C. § 1400.
  • Klima, T., Miller, M. G., & Nunlist, C. (2009). What works?: Targeted truancy and dropout programs in middle and high school. Olympia, WA: Washington State Institute for Public Policy.
  • Kochhar-Bryant, C. (2002). Profiling success in alternative education. Washington, DC: Hamilton Fish Institute and The George Washington University.
  • Landrum, T. J., Tankersley, M., & Kauffman, J. M. (2003). What is special about special education for students with emotional or behavioral disorders? The Journal of Special Education, 37(3), 148–156.
  • Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. Thousand Oaks, CA: Sage.
  • Maillet, A. L. (2017). Six powerful practices for alternative education programs. Preventing School Failure: Alternative Education for Children and Youth, 61(3), 234–238.
  • *Mirsky, L., & Wachtel, T. (2007). The worst school I've ever been to: Empirical evaluations of a restorative school and treatment milieu. Reclaiming Children and Youth, 16(2), 13–16.
  • Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G., & The PRISMA Group (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 6(7), e1000097–6. doi:10.1371/journal.pmed.1000097
  • Murray, B. L. (2013). Alternative education completers: A phenomenological study. Fayetteville, NC: University of Arkansas.
  • Nelson, C. M., Sprague, J. R., Jolivette, K., Smith, C. R., & Tobin, T. J. (2009). Positive behavioral support in alternative education, community-based mental health, and juvenile justice settings. In W. Sailor, G. Dunlap, G. Sugai, & R. Horner (Eds.), Handbook of positive behavioral support (pp. 465–496). New York, NY: Springer.
  • *Nichols, J. D., & Utesch, W. E. (1998). An alternative learning program: Effects on student motivation and self-esteem. The Journal of Educational Research, 91(5), 272–278.
  • Porowski, A., O’Conner, R., & Luo, J. L. (2014). How do states define alternative education? Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Mid-Atlantic.
  • Powers, C. J., Bierman, K. L., & Coffman, D. L. (2016). Restrictive educational placements increase adolescent risks for students with early-starting conduct problems. Journal of Child Psychology and Psychiatry, 57(8), 899–908.
  • Raywid, M. A. (1999). History and issues of alternative schools. Education Digest, 64(9), 47–52.
  • Rosenthal, R. (1995). Writing meta-analytic reviews. Psychological Bulletin, 118(2), 183–192. doi:10.1037/0033-2909.118.2.183
  • Sheldon, S. B., & Epstein, J. L. (2002). Improving student behavior and school discipline with family and community involvement. Education and Urban Society, 35(1), 4–26.
  • Sutton, A. J., Duval, S. J., Tweedie, R. L., Abrams, K. R., & Jones, D. R. (2000). Empirical assessment of effect of publication bias on meta-analyses. BMJ, 320(7249), 1574–1577. doi:10.1136/bmj.320.7249.1574
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. Boston, MA: Pearson/Allyn & Bacon.
  • Te Riele, K. (2007). Educational alternatives for marginalised youth. The Australian Educational Researcher, 34(3), 53–68.
  • Tobin, T., & Sprague, J. (2000). Alternative education strategies: Reducing violence in school and the community. Journal of Emotional and Behavioral Disorders, 8(3), 177–186.
  • UN General Assembly. (1989). Convention on the rights of the child. United Nations.
  • Van den Bussche, E., Van den Noortgate, W., & Reynvoet, B. (2009). Mechanisms of masked priming: A meta-analysis. Psychological Bulletin, 135(3), 452–477.
  • Van der Helm, G. H. P. (2011). First do no harm. Amsterdam: SWP Publishers.
  • Viechtbauer, W. (2010). Conducting meta-analyses in R with the metafor package. Journal of Statistical Software, 36(3), 1–48.
  • Wagner, M., & Cameto, R. (2004). The characteristics, experiences, and outcomes of youth with Emotional Disturbance. Menlo Park, CA: SRI International.
  • Wald, J., & Losen, D. J. (2003). Defining and redirecting a school-to-prison pipeline. New Directions for Youth Development, 2003(99), 9–16. doi:10.1002/yd.51
  • Weisz, J. R., Kuppens, S., Ng, M. Y., Eckshtain, D., Ugueto, A. M., Vaughn-Coaxum, R., … Fordwood, S. R. (2017). What five decades of research tells us about the effects of youth psychological therapy: A multilevel meta-analysis and implications for science and practice. American Psychologist, 72(2), 79–117. doi:10.1037/a0040360
  • *Wilkerson, K., Afacan, K., Perzigian, A., Justin, W., & Lequia, J. (2016). Behavior-focused alternative schools: Impact on student outcomes. Behavioral Disorders, 41(2), 81–94.
  • Wilson, S. J., & Lipsey, M. W. (2007). School-based interventions for aggressive and disruptive behavior: Update of a meta-analysis. American Journal of Preventive Medicine, 33(2), S130–S143. doi:10.1016/j.amepre.2007.04.011
  • Wilson, S. J., Tanner-Smith, E. E., Lipsey, M. W., Steinka-Fry, K., & Morrison, J. (2011). Dropout prevention and intervention programs: Effects on school completion and dropout among school-aged children and youth. Oslo: The Campbell Collaboration. doi:10.4073/csr.2011.8
  • Zins, E. J., Bloodworth, M., Weissberg, R., & Walberg, H. (2007). The scientific base linking social and emotional learning to school success. Journal of Educational and Psychological Consultation, 17(2–3), 191–210.
  • Zolkoski, S. M., Bullock, L. M., & Gable, R. A. (2016). Factors associated with student resilience: Perspectives of graduates of alternative education programs. Preventing School Failure: Alternative Education for Children and Youth, 60(3), 231–243.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.