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# Research Study 2015

### Preparing High School Students for the 21st Century: A Theory-Based Program Evaluation of the WISE Program

#### by Werner, Janine Polla, Ed.D., ST. JOHN’S UNIVERSITY, SCHOOL OF EDUCATION AND HUMAN SERVICES, 2015, 173 pages; 3663822

Research Overview

Full Research Report

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Abstract:

The purpose of this study was to examine the impact of the WISE Individualized Senior Experience (WISE) Program for both interim and final objectives and to connect its goals and activities to its outcomes. The aim of the evaluation was to describe the program activities, document the results of the activities in terms of the program’s stated goals, and evaluate the activities that brought about these results. This approach shed light on the program activities, their results and how they are linked. This study begins to address the need to identify the critical success factors needed for successful transition from high school into postsecondary life.

This study used theory-based program evaluation to create a logical model of change drawn from Lipsey (1993) and included (1) articulation of the needs presented by the stakeholders the program; (2) a description of the components and activities that address the needs; (3) the changes in participant knowledge, attitude, skills or abilities in response to the components and activities, and (4) the long-term objectives of the program.

Five New York State public schools, two New York City public schools, and one private school located in New York State participated in this study. The schools varied in terms of size, location and demographics. Content analysis was conducted on 73 journals from students who graduated between 2007 and 2010. Interviews were conducted with 12 students whose journals were analyzed and with five mentors.

The study begins with an alignment of WISE Program outcomes to the college and career readiness outcomes delineated in spheres of influence representing educational theory, industry and government. It examines the program components and activities to determine interim effectiveness. Finally, it examines the linkages of three essential program components to suggest long-term program effectiveness.

Findings indicated that all of the WISE outcomes align to the frameworks of college and career readiness. Content analysis of journals indicated interim WISE outcomes were achieved, and the analysis of student and mentor interviews suggested the essential components WISE were effective in realizing program outcomes. The out-of-school experience and journal components produced long-term effects.

Adviser | Rene Parmar
School | ST. JOHN’S UNIVERSITY, SCHOOL OF EDUCATION AND HUMAN SERVICES
Source Type | Dissertation
Subjects | Educational evaluation; Special education; Public health
Publication Number | 3663822

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