Improving Life Chances of Disadvantaged Youth: Testing Best-Practice Academic vs. Non-Academic Supports

Inclusion Criteria: * Lowest-performing Chicago Public School high schools, based on dropout rate, scores on academic rating scale, and where fewer than 10% of students met state standards on the Prairie State Achievement Exam * School administrators were enthusiastic about the program and agreed to terms and conditions of the experimental design * Male youth within these schools who are rising 9th and 10th graders in AY (Academic Year) 2013-14 and 2014-15. Exclusion Criteria: * Youth who have missed \>60% of days during AY2012-13 and AY2013-14 (through March), and so would not be expected to show up in school enough during intervention years (AY2013-15) to benefit from school-based programming * Youth who have failed \>75% of classes during AY2012-13 and AY2013-14 (through March) * Youth who have IEP (Individualized Education Program) designations for autism, speech and language disabilities, "educable mentally handicapped", and traumatic brain injury