This study assessed the effects of a modified version of Check & Connect, a comprehensive student engagement intervention, on the attendance, behavior, and academic performance of secondary African American females with violent and aggressive behavior problems. In addition, the Student Engagement Instrument (SEI) was used to assess cognitive and psychological engagement. The participants were 40 ninth grade repeaters attending an urban alternative high school and randomly assigned to either the experimental or control group. One group received the four components of the Check & Connect program that included: (a) learning coach to keep education important for females; (b) systematic monitoring ("check" component); (c) individualized intervention ("connect" component); and (d) home-school communication to support learning. One group did not receive the program. Dependent variables were measures of attendance, disciplinary office referrals and grades for core subject areas. It was found that the number of disciplinary office referrals decreased for the experimental group. However, there was no significant change in the number of days of absence and grades for the two groups. Attendance and academic problems were elements of student engagement that were difficult to change and influenced by family issues and urban poverty. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]