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Preparing Students for College Entrance Exams

Findings of a Secondary Intervention Conducted Within a Three-Tiered Model of Support

Vanderbilt University

Jemma Robertson Kalberg

Vanderbilt University

Emily Mofield

Vanderbilt University

Joseph H. Wehby

Vanderbilt University

Robin J. Parks

Vanderbilt University

This study examined outcomes associated with participation in a program, Preparing for the ACT, designed to enhance student performance (N = 126) on the ACT college entrance exam. This targeted intervention was implemented as part of a three-tiered model of positive behavior support. Results of descriptive analyses revealed that only academic performance in the previous academic year was significant in predicting postintervention practice scores. Furthermore, students' postintervention scores were significant in predicting actual ACT scores. However, only in the case of the English subject area test were academic and behavioral performance predictive of English ACT scores. Results of a quasiexperimental design used to compare actual ACT performance for students who did and did not participate in the intervention suggested improved performance for students who did participate in the program, as evidenced by positive effect sizes—an increase in the percentage of students who met the district target scores and school mean scores that exceeded state mean scores following intervention participation. Limitations and implications for future research are offered.

Key Words: positive behavior supports • quantitative research methodology • secondary

This version was published on January 1, 2009

Remedial and Special Education, Vol. 30, No. 1, 3-18 (2009)
DOI: 10.1177/0741932507314022


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