03/05/2025
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Jessica R. Bolduc on “Addressing the Disproportionate Dropout of Students with Disabilities by Promoting Sustained School Engagement through School Connectedness: Effectiveness of The Check & Connect Student Engagement Intervention"

Candidate: Jessica R. Bolduc
Degree: Doctoral- Leadership in Schooling
Defense Date: Tuesday, March 18, 2025
Time: 5 p.m.
Location: Remote Zoom link
Thesis/Dissertation Title: Addressing the Disproportionate Dropout of Students with Disabilities by Promoting Sustained School Engagement through School Connectedness: Effectiveness of The Check & Connect Student Engagement Intervention

Dissertation Committee
Dissertation Chair: Michelle Scribner, Ed.D., Clinical Professor, Mathematics and Science Education, School of Education, University of Massachusetts Lowell
Colleen Tapley, Ed.D., Assistant Professor
Dissertation Committee Member: Iman Chahine, Ph.D., Professor

Abstract:
Students with disabilities (SWD) experience disproportionately high dropout rates compared to their non-disabled peers, leading to adverse academic, economic, and social outcomes. This study examines the effectiveness of the Check & Connect Student Engagement Intervention, a structured mentoring program, in enhancing school connectedness for SWD. The research is guided by the overarching question: How does participation in Check & Connect influence micro-level factors of school connectedness among SWD with at least one alterable risk factor? This mixed-methods study employed a quasi-experimental pretest-posttest design alongside a qualitative case study methodology, involving 13 junior high school SWD in Central Massachusetts. Data collection included surveys, academic and behavioral performance indicators, semi-structured student interviews, and an educator focus group. Findings from the quantitative analysis were mixed but indicated statistically significant increases in personal relationships with teachers, assignment completion, and cognitive engagement within the experimental group. Academic engagement also showed a statistically significant difference between the experimental and comparison groups. Qualitative insights suggest that, despite limited statistical significance in some areas, the intervention meaningfully improved positive relationships with teachers and school personnel, as well as academic, behavioral, and cognitive engagement. These findings contribute to dropout prevention research by confirming that structured mentoring programs can enhance school connectedness to promote sustained school engagement among SWD. This study highlights the need for equitable educational policies that prioritize school connectedness and advocates for system-wide implementation of evidence-based interventions to support at-risk student populations.

Keywords: students with disabilities, dropout prevention, school engagement, school connectedness, mentoring intervention, Check & Connect