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A three week orientation program was compared with a control program at a California continuation high school. Method. Every three weeks during the first semester of the 1989-90 school year students new to the school were randomly assigned either to take a three week orientation class as part of their five period schedule (n = 88) or a minimal two-hour session only (n = 66). Dependent variables were in five areas: school attendance, student productivity, involvement in career related programs, student citizenship, and perceptions and knowledge related to school adjustment. These yielded 16 specific DV's. Findings. Of the five areas of predicted differences, the first three were not supported, the fourth seemed supported, and the fifth partially so. Five of 16 null hypotheses were rejected: controls had significantly (p |
