{"id":{"repo_id":"unt","oai_identifier":"info:ark/67531/metadc4185"},"canonical_url":"https://search.dev.ndltd.org/etd/unt/info:ark/67531/metadc4185","repository":{"repo_id":"unt","name":"University of North Texas","base_url":"https://digital.library.unt.edu/oai/"},"display":{"title":"The impact of a junior high school leadership program on the academic success and leadership development of at-risk students.","abstract":"The primary purpose of this study was to determine the impact of a junior high school leadership program on the academic success and leadership development of its at-risk student participants. A secondary purpose, based on impact, was to evaluate the program as a potential school-based model for adolescent at-risk intervention. The leadership program investigated in this study is unique in three ways. First, the program is in a magnet school and the student population is heterogeneously mixed as to ethnicity and socio-economic status. Second, enrollment is open to all students. Third, its curriculum goals meet research-based criteria for effective intervention practices and leadership development. Academic success indicators associated with at-risk students included achievement, conduct, attendance, and school engagement. Leadership development indicators included leadership practices students had experienced and leadership positions students had held. The design of this post hoc study was the comparison of two groups of high school students who qualified as \"at-risk\" during their junior high years. Data collection included district or campus reports for cumulative attendance rates, grade point averages, and conduct demerits, as well as student survey responses for school activities, leadership practices experienced, and leadership positions held. Results of multivariate and univariate inferential analyses show the leadership program had a slight positive impact on the achievement and leadership experiences of at-risk student participants. Descriptive data analyses indicated a positive trend toward better conduct from program participants as well. The program did not have a significant impact on attendance, school engagement, and leadership positions students had held. While the program met criteria for effective at-risk intervention as well as exemplary leadership development, results were mixed, so evaluation of the leadership program as a model for at-risk student intervention is inconclusive. Further longitudinal research is recommended with a larger sample, using pretest and posttest measurements, group comparisons, and determination of short term and long term effects.","abstract_html":"The primary purpose of this study was to determine the impact of a junior high school leadership program on the academic success and leadership development of its at-risk student participants. A secondary purpose, based on impact, was to evaluate the program as a potential school-based model for adolescent at-risk intervention. The leadership program investigated in this study is unique in three ways. First, the program is in a magnet school and the student population is heterogeneously mixed as to ethnicity and socio-economic status. Second, enrollment is open to all students. Third, its curriculum goals meet research-based criteria for effective intervention practices and leadership development. Academic success indicators associated with at-risk students included achievement, conduct, attendance, and school engagement. Leadership development indicators included leadership practices students had experienced and leadership positions students had held. The design of this post hoc study was the comparison of two groups of high school students who qualified as "at-risk" during their junior high years. Data collection included district or campus reports for cumulative attendance rates, grade point averages, and conduct demerits, as well as student survey responses for school activities, leadership practices experienced, and leadership positions held. Results of multivariate and univariate inferential analyses show the leadership program had a slight positive impact on the achievement and leadership experiences of at-risk student participants. Descriptive data analyses indicated a positive trend toward better conduct from program participants as well. The program did not have a significant impact on attendance, school engagement, and leadership positions students had held. While the program met criteria for effective at-risk intervention as well as exemplary leadership development, results were mixed, so evaluation of the leadership program as a model for at-risk student intervention is inconclusive. Further longitudinal research is recommended with a larger sample, using pretest and posttest measurements, group comparisons, and determination of short term and long term effects.","abstract_has_math":false,"creators":["Reed, Janice"],"institution":"University of North Texas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Wilhelm, Ronald W.","Sayler, Michael","Forney, Scott"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-05","date_published":"2003-05","updated_at":"2026-07-24T05:35:09Z","subjects":["Youth with social disabilities.","Junior high school students.","Leadership -- Study and teaching (Middle school)","Academic achievement.","leadership development","at-risk students","academic success","magnet school"],"languages":["English"],"rights":["Public","Copyright","Reed, Janice","Copyright is held by the author, unless otherwise noted. All rights reserved."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["oclc: 53236381","https://digital.library.unt.edu/ark:/67531/metadc4185/","ark: ark:/67531/metadc4185"],"render_values":[{"text":"oclc: 53236381","href":null,"code":true},{"text":"https://digital.library.unt.edu/ark:/67531/metadc4185/","href":"https://digital.library.unt.edu/ark:/67531/metadc4185/","code":true},{"text":"ark: ark:/67531/metadc4185","href":null,"code":true}]}]},"links":{"outbound_url":"https://doi.org/10.12794/metadc4185","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Wilhelm, Ronald W.","Sayler, Michael","Forney, Scott"]},{"key":"dc:creator","label":"Author","values":["Reed, Janice"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2003-05"]},{"key":"dc:publisher","label":"Institution","values":["University of North Texas"]},{"key":"dc:type","label":"Dc Type","values":["Thesis or Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Youth with social disabilities.","Junior high school students.","Leadership -- Study and teaching (Middle school)","Academic achievement.","leadership development","at-risk students","academic success","magnet school"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["Public","Copyright","Reed, Janice","Copyright is held by the author, unless otherwise noted. 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Third, its curriculum goals meet research-based criteria for effective intervention practices and leadership development. Academic success indicators associated with at-risk students included achievement, conduct, attendance, and school engagement. Leadership development indicators included leadership practices students had experienced and leadership positions students had held. The design of this post hoc study was the comparison of two groups of high school students who qualified as \"at-risk\" during their junior high years. Data collection included district or campus reports for cumulative attendance rates, grade point averages, and conduct demerits, as well as student survey responses for school activities, leadership practices experienced, and leadership positions held. Results of multivariate and univariate inferential analyses show the leadership program had a slight positive impact on the achievement and leadership experiences of at-risk student participants. Descriptive data analyses indicated a positive trend toward better conduct from program participants as well. The program did not have a significant impact on attendance, school engagement, and leadership positions students had held. While the program met criteria for effective at-risk intervention as well as exemplary leadership development, results were mixed, so evaluation of the leadership program as a model for at-risk student intervention is inconclusive. Further longitudinal research is recommended with a larger sample, using pretest and posttest measurements, group comparisons, and determination of short term and long term effects."]},{"key":"dc:format","label":"Dc Format","values":["Text"]},{"key":"dc:title","label":"Title","values":["The impact of a junior high school leadership program on the academic success and leadership development of at-risk students."]}]}],"canonical_facts":{"dc:contributor":["Wilhelm, Ronald W.","Sayler, Michael","Forney, Scott"],"dc:creator":["Reed, Janice"],"dc:date":["2003-05"],"dc:description":["The primary purpose of this study was to determine the impact of a junior high school leadership program on the academic success and leadership development of its at-risk student participants. A secondary purpose, based on impact, was to evaluate the program as a potential school-based model for adolescent at-risk intervention. The leadership program investigated in this study is unique in three ways. First, the program is in a magnet school and the student population is heterogeneously mixed as to ethnicity and socio-economic status. Second, enrollment is open to all students. Third, its curriculum goals meet research-based criteria for effective intervention practices and leadership development. Academic success indicators associated with at-risk students included achievement, conduct, attendance, and school engagement. Leadership development indicators included leadership practices students had experienced and leadership positions students had held. The design of this post hoc study was the comparison of two groups of high school students who qualified as \"at-risk\" during their junior high years. Data collection included district or campus reports for cumulative attendance rates, grade point averages, and conduct demerits, as well as student survey responses for school activities, leadership practices experienced, and leadership positions held. Results of multivariate and univariate inferential analyses show the leadership program had a slight positive impact on the achievement and leadership experiences of at-risk student participants. Descriptive data analyses indicated a positive trend toward better conduct from program participants as well. The program did not have a significant impact on attendance, school engagement, and leadership positions students had held. While the program met criteria for effective at-risk intervention as well as exemplary leadership development, results were mixed, so evaluation of the leadership program as a model for at-risk student intervention is inconclusive. 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All rights reserved."],"dc:subject":["Youth with social disabilities.","Junior high school students.","Leadership -- Study and teaching (Middle school)","Academic achievement.","leadership development","at-risk students","academic success","magnet school"],"dc:title":["The impact of a junior high school leadership program on the academic success and leadership development of at-risk students."],"dc:type":["Thesis or Dissertation"]},"updated_at":"2026-07-24T05:35:09Z"}