Abstract
The present study used a program-evaluation framework and multiple methods to evaluate the implementation and educational outcomes associated with a Teaching for Personal and Social Responsibility (TPSR) program. The 18-lesson program was integrated into a required Wellness course in an inner-city high school in the USA. Individual participants were 122 (57 males and 65 females; ages 14–18) African-American students divided among four co-educational class sections (two treatment and two comparison). Findings indicated the TPSR program goals were effectively delivered, received and enacted by participants in the treatment condition. Descriptive statistical analysis of pre- and post-program educational outcomes indicated students in the treatment condition had more positive gain scores on truancy, tardiness, grades and conduct than peers in a valid comparison condition. It is concluded that TPSR programs can be effectively integrated into the high school curriculum. Further, given robust implementation, it appears that such programs have the potential to positively impact educational outcomes. To explore this potential, a group-randomized trial is suggested.
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