Johnson Valerie L, Simon Patricia, Mun Eun-Young
Rutgers, The State University of New Jersey.
J Educ Res. 2014;107(3):186-196. doi: 10.1080/00220671.2013.788991.
The present study investigated the impact of a manualized high school transition program, the Peer Group Connection (PGC) program, on the graduation rate at a low-income, Mid-Atlantic high school. The program utilized twelfth grade student peer leaders to create a supportive environment for incoming ninth grade students. Results of a randomized control trial demonstrated that male students who participated in the program during ninth grade were significantly more likely to graduate from high school within four years than male students in the control group (81% versus 63%). Findings suggest that peers can be effective in delivering a school-based, social emotional learning intervention and that it is possible to intervene in the ninth grade to influence the probability of high school graduation.
本研究调查了一项名为“同伴群体联结”（PGC）的手册化高中过渡项目对大西洋中部一所低收入高中毕业率的影响。该项目利用十二年级的学生同伴领袖为即将入学的九年级学生营造一个支持性的环境。一项随机对照试验的结果表明，在九年级参加该项目的男生在四年内高中毕业的可能性显著高于对照组的男生（81%对63%）。研究结果表明，同伴在提供基于学校的社会情感学习干预方面可能是有效的，并且在九年级进行干预以影响高中毕业的可能性是可行的。
