Youth Participatory Action Research in the High School Curriculum: Education Outcomes for Student Participants in a District-Wide Initiative
Abstract
This study employed a quasi-experimental design to examine the effects of a school-based youth participatory action research program on the education outcomes of participating high school students. The program was a year-long elective course in six high schools in the same California district whose student population is predominantly low-income youth of color. A propensity score matching approach compared the reading achievement, attendance rates, and discipline referral rates of 153 students who participated in the program to nonparticipating peers with similar demographics and baseline scores on the outcomes. Results showed that the program significantly improved students’ attendance rates with less compelling evidence for its effect on reading achievement. These findings suggest that youth participatory action research may be an effective pedagogical practice for high school students, particularly low-income students of color.
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Other recent quantitative work has turned up only limited evidence linking participation in student voice initiatives to improved achievement.
“Other recent quantitative work, however, has turned up only limited evidence linking participation in student voice initiatives to improved achievement (Voight & Velez, 2018).”
From How teachers’ student voice practices affect student engagement and achievement: exploring choice, receptivity, and responsiveness to student voice as moderators (2025) · cites this paper as Voight & Velez, 2018
Students who participated in a student voice initiative in a California school district serving predominantly low-income students of color showed improved school engagement relative to a matched comparison group who did not participate.
“Studying a student voice initiative in a California school district serving predominantly low-income students of color, Voight and Velez (2018) found that students who participated showed improved school engagement relative to a matched comparison group who did not participate in the program.”
From How teachers’ student voice practices affect student engagement and achievement: exploring choice, receptivity, and responsiveness to student voice as moderators (2025) · cites this paper as Voight and Velez (2018)
Other studies of the effect of student voice on student achievement using GPA have turned up mixed outcomes.
“Other studies of the effect of student voice on student achievement using GPA have turned up mixed outcomes (Kahne et al., 2022; Voight & Velez, 2018).”
From How teachers’ student voice practices affect student engagement and achievement: exploring choice, receptivity, and responsiveness to student voice as moderators (2025) · cites this paper as Voight & Velez, 2018
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- Authors
- Voight, A., & Velez, V.
- Affiliations
- Cleveland State University (US)
- Hemet Unified School District, Hemet, California, USA
- Corresponding author
- Voight, Adam
- ORCID
- Voight, Adam
- Venue
- Journal of Research on Educational Effectiveness
- Publisher
- Informa UK Limited
- Published
- 2018-03-14
- Volume
- 11
- Issue
- 3
- Pages
- 433-451
- ISSN
- 1934-5739 (ISSN-L)
- 1934-5747
- OpenAlex
- W2791599239
- Cited by
- 49
- References
- 61
- Citations by year
- 2026: 5 · 2025: 7 · 2024: 16 · 2023: 5 · 2022: 3 · 2020: 6 · 2019: 4 · 2018: 3
- FWCI
- 6.46
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Research on Educational Effectiveness (publishedVersion)
- Topics
- Social Sciences › Safety Research › Youth Development and Social Support
- Social Sciences › Sociology and Political Science › Participatory Visual Research Methods
- Social Sciences › Sociology and Political Science › Children's Rights and Participation
- Keywords
- youth participatory action research, high school students, school-based intervention, elective courses, student attendance, reading achievement, discipline referrals, low-income students of color, educational outcomes
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