An Evaluation of an Intervention to Build Educational Resilience in DEIS Schools

This thesis reports outcomes from an intervention programme, entitled Power2Progress, which was delivered in 16 Irish post-primary schools in Ireland, serving disadvantaged communities and part of a national initiative, Delivering Equality of Opportunity in Schools (DEIS). The core element of the intervention was the provision of additional tuition to students in senior cycle in post-primary schools, as they prepared for the Leaving Certificate examination, which is taken at completion of post-primary education in Ireland. Additional components of the intervention included the provision of a dedicated laptop for each participating student, as well as a career guidance/mentoring dimension, visits to the host university and to the offices of the corporate entity funding the initiative. The overall aim of the intervention was to encourage school attendance, promote academic engagement, enhance educational resilience and broaden the educational and occupational aspirations of the participating students. Out of an initial sample of 607 students, a total of 464 students completed the programme. Taking a holistic, multi-systemic perspective, the study was informed by Ecological Systems Theory. A combination of quantitative and qualitative data was collected at four distinct time-points, from participating students, tutors, school personnel and parents. The results indicate a very positive impact from the intervention, as evidenced by enhanced academic performance in the Leaving Certificate Examination, increased progression rates to higher education, as well as enhanced educational resilience. It is contended that the Power2Progress intervention provides a blueprint for addressing the transgenerational cycle of educational and social disadvantage. The study concludes with some recommendations for further iterations of such an initiative.