Impact

S.T.A.R.S. Is Making a Difference

Findings from our 2012 S.T.A.R.S. Assessment associated with academic achievement and psychosocial development indicated that S.T.A.R.S. had a positive impact on student achievement and personal development.

Academic Achievement. Findings suggest that youth who entered the program with a GPA of less than 2.0 significantly increased their GPA from the first (1.24) to the fourth quarter (1.83); youth in this group increased their GPA by about .6 points. This increase in GPA held true across all three sites However, the GPAs of youth who entered the program with GPAs of less than 2.0 actually (Figure 9); however, there was a significant increase in GPA in two schools, Flat Rock and Philo-Hill. Flat Rock had the highest increase in GPA from the first (1.37) to the fourth (2.38) quarter.

Figure A. GPA comparison among students who entered the program with a GPA of less than 2.0 from first and fourth quarter between three school sites, Flat Rock Middle School, Hanes Middle School, and Philo Hill Magnet Academy

Figure A. GPA comparison among students who entered the program with a GPA of less than 2.0 from first and fourth quarter between three school sites, Flat Rock Middle School, Hanes Middle School, and Philo-Hill Magnet Academy

Psychosocial Development.  Psychosocial development is defined as individual assets (e.g., efficacy, confidence, self-esteem, and anger management) youth need to transition from adolescence into adulthood.  In the description wheel and S.T.A.R.S. student survey, a number of patterns emerged, such as improvements in self-esteem and confidence.  Four emergent themes associated with psychosocial development are: self-esteem, anger/conflict management, confidence, and improved communication.

Theme Definition Quote
Self-Esteem This was defined as how the program helped youth in improving their self-worth and value. “Helped in trying harder in my school work and with my self-esteem”

8th grader, Hanes Middle School

Anger/Conflict Management This was defined as how the program helped youth in reducing their participation in fights and control anger.  This was the most frequent response (42%).  A ratio of 11:26 (including all grades). “It helped me to calm down my temper, helped me think before I start yelling and screaming . . .”

8th grader, Philo-Hill Magnet Academy

Confidence This was defined as how the program improved youth perceptions of their abilities and confidence. “It has helped me be more confident and more outgoing when I meet new people”

8th grader, Flat Rock Middle School

Improved Communication This was defined as how the program improved youth’s ability to articulate their strengths, ideas, and beliefs to others. “It has helped me speak up for what I believe in and learn to think before I speak”

7th grader, Flat Rock Middle School