Woods, RebeccaWaynant, LouiseCollis, Sara2019-12-112019-12-112019-12-09http://hdl.handle.net/11603/16689The purpose of this study was to determine if students who live in non-traditional homes would increase their school success measures (improved attendance, behavior, and grades) after participating in a check-in/monitoring intervention. Data examined included students’ attendance records, office referrals, and students’ grades and work completion rates. This study applied a one group quasi-experimental pretest-posttest design to compare these variables before and after the first five weeks of the intervention. Statistically significant gains were seen in the areas of attendance and behavior, so hypotheses 1 and 3 were rejected. Mean attendance rates went up by 26.493 with is a percent increase by 50.35% and mean referral rates decreased by 4.223 which is 92.69% decrease. Improvements were seen in all areas assessed, although work completion and grades (percentage correct on work completed) did not improve statistically significantly, so hypotheses 2 was retained. Research in this area should continue as there is little information available regarding interventions for students residing in non-traditional homes.59 pagesen-USThis work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.Attribution-NonCommercial-NoDerivs 3.0 United StatesMentoringAt-risk youthSchool successFoster careEducation -- Research papers (Graduate).Text