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We published the Middle Grades Research Series to help spread the word on the middle grades’ importance, and to document Career & College Clubs’ basis in research. Career & College Clubs believes—and research confirms—the middle school space, that critical time when young people begin forming the attitudes, thought patterns, and work habits that they will carry through the rest of their lives, is a key leverage point: reaching students in the middle grades will have a positive impact for high school, college, and beyond.
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MIDDLE GRADES RESEARCH SERIESMIDDLE GRADES RESEARCH SERIES
April 2015 www.careerandcollegeclubs.org
PEERPEERPEER---TOTOTO---PEERPEERPEER LEARNING PEDAGOGYLEARNING PEDAGOGYLEARNING PEDAGOGY
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Peers serve as important sources of support for each other.
Peers play an important role in helping others deal with social and emotional factors that affect students’ academic achievement and high school graduation rates (Kracke, 2002; Blad, 2014).
High school students report relying more on peers and parents for help selecting courses and exploring college and job options than on school staff (Wimberly & Noeth, 2005).
Peers who are tightly connected feel a sense of obligation to succeed themselves and to help other group members be successful (Hebert & Reis, 1999).
School-based peer group programs focused on substance abuse prevention achieved better student outcomes in terms of the development of self-empowerment, leadership planning, and team-building skills than other interventions (Tobler & Stratton, 1997).
Conversations with/among peers about future plans intensify students’ information-seeking behavior.
Talking frequently with peers about careers increases students’ motivation of students to look for information about career related issues (Kracke, 2002).
Peer networks help student acquire information that helps their career goals by facilitating their access to academic resources (Coleman, 1990).
Peer group connections increase the abilities of students to seek out help to solve problems (Pandina, Johnson, & Barr, 2015).
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MIDDLE GRADES RESEARCH SERIESMIDDLE GRADES RESEARCH SERIES
www.careerandcollegeclubs.org
PEERPEERPEER---TOTOTO---PEER LEARNING PEDAGOGYPEER LEARNING PEDAGOGYPEER LEARNING PEDAGOGY
Peer mentors increase students’ connections to school.
Participation in school-based peer group programs results in increased school bonding (Pandina, Johnson, & Barr, 2015).
Peer mentoring positively impacts students’ connectedness to school and increases positive social attitudes and behavior (Garringer & MacRae, 2008).
Sustained interaction with peers benefits students more than occasional events. The more time peers spend together, the stronger the bonds they develop (Hayward, Brandes, Kirst & Mazzeo, 1997).
Peers working with peers improve students’ school achievement.
Ninth graders who participated in peer-led or peer-assisted groups reported increased motivation to go to school and improved communication skills (Blad, 2014; Atlanta Public Schools, 1991).
Teens involved in peer group programs over time demonstrated better school attendance, higher grades graduation rates, and better employment outcomes than students who did not participate (Advocates for Youth, 2009; Hannaway J. & Senior, A., 1989).
Latino boys participating in peer group programs, especially those identified as at-risk of dropping out of school, had significantly higher high school graduation rates that similar boys who were not in a program (Johnson, Simon, & Mun, 2013).
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MIDDLE GRADES RESEARCH SERIESMIDDLE GRADES RESEARCH SERIES
www.careerandcollegeclubs.org
PEERPEERPEER---TOTOTO---PEER LEARNING PEDAGOGYPEER LEARNING PEDAGOGYPEER LEARNING PEDAGOGY
Career & College Clubs
We published the Middle Grades Research Series to help spread the word on the middle grades’ importance, and to document Career & College Clubs’ basis in research.
Career & College Clubs believes—and research confirms—the middle school space, that critical time when young people begin forming the attitudes, thought patterns, and work habits that they will carry through the rest of their lives, is a key leverage point: reaching students in the middle grades will have a positive impact for high school, college, and beyond.
Career & College Clubs is a comprehensive, standards-aligned program that explores academic and social-emotional concepts critical for success in high school, college, and life. In addition to professional development for staff, the program includes a curriculum with up to two years’ worth of activities covering college and career readiness, the college admissions process, personal financial literacy, job readiness skills, leadership skills, and community improvement.
The program uses a peer-to-peer learning model to engage students in the material and influence their friends, resulting in a school-wide improvement in culture.
Reviews of the program by ACT, Inc. have found that Career & College Clubs has a significant impact on students and their peers, improving student aspirations and college enrollment rates.
For more information:
Career & College Clubs www.careerandcollegeclubs.org 310-242-8860 [email protected]
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References
Advocates for Youth. 2009. Peer Programs: Looking at the Evidence of Effectiveness, a Literature Review. Washington, DC: Advocates for Youth.
Blad, E. 2014. "Schools Explore the Benefits of Peer Counseling." Education Week. April 23, 2014.
Center for Higher Education Policy Analysis. 2006. The Impact of Peers on College Preparation: A Review of the Literature. Los Angeles, CA: University of Southern California, Rossier School of Education.
Coleman, James. 1990. Foundations of Social Theory. Cambridge, MA: Belknap Press of the Harvard University Press.
Garringer, M. & MacRae, P. 2008. Building Effective Peer Mentoring Programs in Schools: An Introductory Guide. Washington, DC: U.S. Department of Education, The Mentoring Resource Center.
Hayward, G., Brandes, B., Kirst, M., & Mazzeo, C. 1997. Higher Education Outreach Programs: A Synthesis of Evaluations. Sacramento, CA: Policy Analysis for California Education.
Hebert, T. and Reis, S. 1999. “Culturally Diverse High Achieving Students in an Urban High School.” Urban Education, 428-457.
Johnson, V., Simon, P., & Mun, E. 2014. “A Peer-Led School Transition Program Increases Graduation Rates among Latino Males.” Journal of Educational Research, 107:3, 186-196.
Kracke, B. 2002. "The Role of Personality, Parents, and Peers in Adolescents' Career Exploration." Journal of Adolescence, 25.1.
Pandina, R., Johnson, V. & Barr, S. 2015. “Peer Group Connection: A Peer-Led Program Targeting the Transition into High School.” In Scheier, L. (Ed.) Handbook of Adolescent Drug Prevention. Washington, DC: American Psychological Association.
Tobler, N. & Stratton, H. 1997. “Effectiveness of School-Based Drug Prevention Programs: A Meta-Analysis of the Research.” Journal of Primary Prevention. 18.1, 71-128.
Wimberly, G., & Noeth, R. 2005. College Readiness Begins in Middle School. Iowa City, IA: ACT.
