This study replicated and extended previous research I had performed that suggested that a student success course is an effective intervention to assist student-athletes in the adjustment to college. Participants in the current study included 4 groups of students, including (1) non-athletes and (2) student-athletes who were mandated and enrolled in the student success course, and (3) non-athletes and (4) student-athletes who were not mandated and did not enroll in the student success course. Overall, results from the current study suggested that the student success course was effective in helping non-athletes and student-athletes learn key cognitive strategies that are necessary for college success. In addition, results indicated that after taking the student success course, academically at-risk students earned equivalent grades, percentage of hours passed, and retention rates compared to their peers who were not classified as being academically underprepared. Finally, adjustment patterns of all groups were examined, with particular emphasis on the decrease in adjustment over the course of the semester that was demonstrated by the student-athletes. Intervention implications and future research directions are discussed, specifically in terms of how to address the unique needs of college freshmen student-athletes.

Project SCORE: Life Skills for Future Success, is a structured, 20-lesson curriculum, designed to help students develop academic and life skills, as well as self-responsibility, commitment, optimism, respect, and excellence. The curriculum was presented during 36, 90-minute class periods over the fall semester of the students' freshmen year. The purpose of this study was to determine the effectiveness of Project SCORE at improving grades, learning strategies, self esteem and coping skills with freshmen students at an inner-city high school. In order to evaluate the program, students completed paper-pencil surveys at the beginning and end of the semester in which they were enrolled in the Project SCORE class. In addition, teachers completed evaluations on their perceptions of each student's peer relationships, classroom behavior, mood, and activity level. All teachers and students involved in the course were asked to complete an evaluation to determine their level of satisfaction with the course and areas in need of improvement. Lastly, information pertaining to grades, discipline and standardized test scores were used to determine the impact of SCORE. Participants were 333 9th grade students at a large 4A high school in Texas. Findings suggest that SCORE had a positive effect on coping resources, study skills …