The Influence of Typology on School Connectedness as Measured Through a High School Advisory Program

• In Event: Roundtable Session 21
  In Roundtable Session: Context, Climate, and Connectedness: Considering Factors That Inform Student Performance

Abstract

This paper examines the influences on and outcomes of relationships between approximately 420 students and 39 faculty members in an advisory program at a medium-sized high school in suburban New England. Using embedded mixed methods, surveys were administered to students and faculty to examine advisory typology and social support received by students through closed-ended and open-ended questions. Analysis of the quantitative findings indicated a relationship between advisory typology and social support. Statistically significant correlations were found between advisory typologies and several social support constructs. Advisory typology was found to predict certain social supports with statistical significance in multiple regression analyses. These findings can be applied to develop innovative advisory programs that provide specific social supports to middle adolescents.

Author

• Richard J. Sanzo, Central Connecticut State University