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Abstract:
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This quasi -experimental design described the effects of the BTEM utilized in four DAEPs in a large urban school district based on student discipline incidents , academic achievements in core course , and attendance rates . Archival data was collected from the school district's database over a three year period . The population of interest included all students who attended one of four DAEPs during the 2005 -06 school year . These DAEPs were designed for first time minor offenders . Student's behavioral , academic , and attendance outcomes were analyzed for the 2005 -06 school year and one year before placement and one year following placement . Descriptive , frequencies , ANOVA and repeated measures ANOVA were utilized in analyzing the six research questions . Data from the four DAEPs yielded 999 students who were included in this study . African American and Hispanic students vii accounted for the 92 % percent of the population , Whites 7 % , and Asian - Pacific Islander at 1 % . Eight -one percent of the student population received free or reduced lunch assistance while only 17 % received no assistance . Student behavior incidence increased following placement in a DAEP . This is a negative result in the sense that students were hypothesized to have a decrease in incident referrals . Site A had the highest percentage of students in the four DAEP programs . Academic outcomes revealed that students maintained an average of 70 or better in core course grades after placement however , the averages decreased from pre to post placement by 2 % . Attendance outcomes indicated that males had a lower rate of attendance before (90 % ) and after (84 % ) placement than females (91 % ) before and (5 % ) after . |