ASSESSING THE IMPACT OF SEPARATE SCHOOLING FOR AFRICAN-AMERICAN MALE-ADOLESCENTS

An instructional program designed specifically for African American ma le adolescents was examined to determine its impact on participating s tudents' school adjustment and achievement. Participants in the study were 20 African American male students (Grades 6 through 8) who attend ed a specialized, self-contained program located on a middle school ca mpus and a matched group of 20 students who remained in the mainstream academic setting. Self-report data on students' perceived competence and perceptions of support from significant others were collected, as well as archival data on students' attendance and course grades. Consi stent with a goodness-of-fit model, experimental class participants pe rceived themselves more academically competent, rated their teachers a nd classmates as more supportive, and attended school on a more regula r basis when compared to students in the mainstream program. Results w ere discussed in terms of the need for more effective academic interve ntions for at-risk youth and the concomitant need for broader social c hange.