Classroom-based Affective Education: Maximizing Adolescent Academic Excellence (MAAX)

Author(s):

Lance LinkeNadia Ward

Conference:

ECER 2010

Network:

5. Children and Youth at Risk and Urban Education

Format:

Paper

Session Information

05 SES 11,

Paper Session

Time:

2010-08-27

14:45-16:15

Room:

M.B. SALI 4, Päärakennus / Main Building

Chair:

Sofia Marques da Silva

Contribution

The Maximizing Adolescent Academic Excellence (MAAX) program is a culturally relevant, social, emotional and academic learning program designed to promote student achievement and increase student awareness of postsecondary education. The curriculum consists of eight core modules and 45 sessions that highlight early college awareness and preparation. Curriculum content includes interactive student activities and guided discussions that cover the acquisition and enhancement of academic, social, and emotional competencies. Additional materials include a MAAX student workbook, a curriculum assessment, a facilitator’s manual, and fidelity assessment scales designed to measure facilitator adherence to curriculum content and competence. Co-facilitated by advisors and GC’s, students will receive the MAAX program one hour each week for 24 weeks each year.

Method

To determine the effects of participation in The MAAX bivariate correlations were estimated to identify significant post-intervention associations with classroom hours of The MAAX. Those items which were found to have significant correlations with the number of hours were then assessed in regression models. The models controlled for gender, pre-intervention scores on the variable of interest, and academic performance during the 3 months before the intervention. Multiple imputation was utilized to account for missing responses. All analyses were completed with SAS vs. 9.1.3.

Expected Outcomes

The results of the correlation estimates showed that the number of hours in the program was significantly associated post-intervention with the number of hours spent doing homework, aspirations to graduate from a two year college, and the number of hours spent reading for pleasure. The associations indicated that as hours increased so did the students responses to the aforementioned items. Further, a graph of pre- and post-intervention means for these items provide a visual of the impact The MAAX had on these youth responses. On average students who participated in the program received 7.62 hours of The MAAX. To further elucidate the impact of MAAX we utilized the mean as a cutoff to identify and group students who received a ‘substantial’ amount of MAAX curriculum from those who did not. The post-intervention mean on each item (reading, homework, and two year college) was calculated for each group. The MAAX intervention impacted scores not only in the pre- and post-intervention, but also revealed that those students who received more of the program had higher scores on number hours spent reading for pleasure, time spent on homework, and desire to graduate from a 2 year college.

References

Ward, N. L. (2006) Improving equity and access for low-income and minority youth into institutions of higher education. Urban Education Review, 41(1), 50-70. Ward, N.L. & Woods, L.N. (2006). Raising the Bar on Academic Excellence: The Role of Developmental Guidance in Promoting Academic Achievement Among Urban Youth. Presented at the 6th Annual National NCCEP/GEAR UP National Conference, Washington, D.C., July, 2006. Zins, J. E., Weissberg, R. P., Wang, M. I., & Walberg, H. J. (2003). Building school success through social and emotional learning: Implications for practice and research. New York: Teachers College.

Author Information

Lance Linke

Yale University School of Medicine

Department of Psychiatry

New Haven

Nadia Ward

Yale University

Psychiatry

New Haven

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