A Comparative Study of Academic Achievement and Participation in a High School Freshman Academy PDF Download
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Author: Mark Seng
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 166
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Book Description
The transition to high school can be problematic for many ninth graders. Researchers and administrators have sought ways to improve academic performance and promotion rates while reducing dropout rates. A quantitative causal-comparative (ex post facto) and correlation study using a two-group design compared two freshman classes at separate comprehensive high schools in suburban Georgia. The treatment group, the freshman class implementing the freshman academy model, was compared to the control group, a traditional high school freshman class with no freshman academy. This study provides new research findings on the relationship and possible cause and effect a freshman academy may have on the ninth grade Literature/Composition End of Course Test (EOCT) scores when controlling for the eighth grade Reading Criterion Referenced Competency Test (CRCT) scores and the eighth grade English/Language Arts CRCT scores. Evidence was found to suggest that participation in a freshman academy can improve the probability that a student will be promoted from ninth to tenth grade on-time. No other significant differences were found when looking at the dropout rate, graduation rate, and grade point averages at the end of the ninth grade year. When controlling for eighth grade Reading CRCT and eighth grade English/Language Arts CRCT scores, there was no significant difference in ninth grade Literature/Composition End of Course Test (EOCT) scores between the two groups.
Author: Mark Seng
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 166
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Book Description
The transition to high school can be problematic for many ninth graders. Researchers and administrators have sought ways to improve academic performance and promotion rates while reducing dropout rates. A quantitative causal-comparative (ex post facto) and correlation study using a two-group design compared two freshman classes at separate comprehensive high schools in suburban Georgia. The treatment group, the freshman class implementing the freshman academy model, was compared to the control group, a traditional high school freshman class with no freshman academy. This study provides new research findings on the relationship and possible cause and effect a freshman academy may have on the ninth grade Literature/Composition End of Course Test (EOCT) scores when controlling for the eighth grade Reading Criterion Referenced Competency Test (CRCT) scores and the eighth grade English/Language Arts CRCT scores. Evidence was found to suggest that participation in a freshman academy can improve the probability that a student will be promoted from ninth to tenth grade on-time. No other significant differences were found when looking at the dropout rate, graduation rate, and grade point averages at the end of the ninth grade year. When controlling for eighth grade Reading CRCT and eighth grade English/Language Arts CRCT scores, there was no significant difference in ninth grade Literature/Composition End of Course Test (EOCT) scores between the two groups.
Author: Brian S. Fortenberry
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 204
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"The purpose of this study was to compare the academic achievements of athletes and nonathletes to determine if there are benefits of interscholastic athletic participation. The independent variable was divided into two groups categorized as athletes or nonathletes. The dependent variables and the academic data analyzed were student GPA, ACT scores, attendance rates, and discipline referrals. The quantitative study used a one-way ANOVA and Fisher's Test to determine if a significant difference in the achievement of athletes and nonathletes existed."--from abstract. This study followed a group of students over a four-year period (from 9th through 12th grade) in one Mississippi high school.
Author: Ronnie L. Mincey
Publisher:
ISBN:
Category :
Languages : en
Pages : 142
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This dissertation examined student academic achievement, attendance, and disciplinary data for a rural high school in upper East Tennessee for academic school years 2009-2010 and 2010-2011. The purpose was to determine the changes in student academic achievement, attendance, and discipline attributed to the establishment by district and school administration of a freshman academy within the focus school during 2010-2011. This quantitative, causal-comparative, ex post facto study utilized a posttest only, control group design to compare two consecutive freshman classes with similar demographics enrolled at the subject school. The 2010 class served as the control cohort who did not participate in the freshman academy. The 2011 class, the inaugural class of the focus school freshman academy, was the experimental treatment cohort. Study results found no significant differences in student academic achievement as measured by state mandated, standardized End-of-Course tests for English I and Algebra I. There were statistically significant increases in attendance for the treatment cohort whole group and male subgroup. There were also statistically significant increases in the number of discipline infractions for the treatment cohort whole group and the male, female, and economically disadvantaged subgroups.
Author: Marilyn R. Jenkins
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 64
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Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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The purpose of this study was to determine whether or not a significant relationship exists between the implementation of the Morristown-Hamblen High School East (MHHSE) Freshman Academy, student academic achievement, and the high school graduation rate at MHHSE. The testing variables included GPA, attendance, number of core course failures, number of discipline referrals, English I End-of-Course test scores, and graduation rate. Grouping variables included 8th grade (pretreatment) and 9th grade (posttreatment) groups, preacademy and postacademy groups, socioeconomic status, and gender. Ten faculty members of the MHHSE Freshman Academy were interviewed to ascertain their perceptions about the smaller learning community concept. The population of the study was limited to students enrolled in the MHHSE Freshman Academy (2004-2008) and students enrolled at MHHSE 2 years prior to the implementation of the academy (2002-2004). Paired-samples t-tests were used to make comparisons between the same students on 8th grade (pretreatment) and 9th grade (posttreatment) measures. Independentsamples t-tests were used to make additional comparisons between different groups of students categorized according to socioeconomic status and gender, as well as preacademy and postacademy groups. Based on the findings of this study, it was concluded that the 9th grade transition year is a very difficult year for most students. Male students and those classified as economically disadvantaged develop additional risk factors during their freshmen year that might identify them as potential dropouts. The MHHSE Freshman Academy has had a positive effect on student academic performance and conduct as measured by the data analyses and teacher opinions.
Author: Taneesha George
Publisher:
ISBN:
Category : Education, Primary
Languages : en
Pages : 119
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Student success or failure during the transition to high school is an accurate predictor of student success beyond the ninth grade. In an attempt to support students during this transition, many schools across the nation have implemented small learning communities called freshman academies to bridge the apparent gap in achievement between middle and high school. Research has linked freshman academies and ninth grade success in terms of test scores (Styron & Peasant, 2010). There is, however, little empirical research that examines the success of freshman academy students in terms of promoting resilience and other factors during this time of risk. Therefore, this correlational study tested the resilience and stage-environment fit theories by exploring the relationship between student perceptions of the freshman academy environment and student resilience in terms of academic achievement (grade point average), socio-emotional adjustment, and school confidence. Each of the research hypotheses was analyzed using Spearman's rho to relate students' perceptions of the freshman academy to each of the criterion variables. The research failed to reject the first null hypothesis, as there was not a statistically significant correlation between school environment and academic achievement. However, the research rejected the last two null hypotheses, proving that there was in fact a statistically significant correlation between school environment and perceived socio-emotional adjustment and school confidence. The researcher concluded that freshman academy success is linked more to the social aspects of the high school transition than to the academic aspects.
Author: Sherry Grier Veasey
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 248
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This dissertation was designed to identify and describe the impact a freshman academy has on high school transition for ninth-grade students at a rural high school in western North Carolina. This case study investigated the problems ninth graders encounter as they transition from middle school to high school. The study examined student achievement, student attendance, and the graduation rate in an effort to determine whether a freshman academy at the high school helped students transition successfully. -- The transition to high school may be difficult for some students because of the countless changes they are experiencing as adolescents. The high school in this study was located in a rural western town in North Carolina and identified the ninth-grade class as the class with the most struggling students. In an effort to help students transition successfully to high school, a freshman academy was implemented. -- This qualitative study consisted of interviews with the principal, assistant principal, guidance counselor, and teachers in the freshman academy. Additional data was collected from high school principals in the district with freshman academies to determine strategies implemented for freshman academies in the school district. Focus group interviews were conducted with teachers in the academy. A central office person was also interviewed. A survey was conducted with teachers to ascertain their perceptions of the freshman academy since the implementation. -- Interview data was collected, transcribed, analyzed, and reported in a narrative format according to themes and research questions. Survey data was collected, analyzed, and reported in a frequency table. Data from interviews, archival data, and the survey were triangulated to validate the findings for the study. -- An analysis of the data revealed the freshman academy at the high school did not impact student achievement, student attendance, or the graduation rate. The data did reveal there was an impact on student motivation, students' attitudes toward school, and the school culture. Students participated in the learning process by interacting with their peers. Teachers used various instructional strategies including technology to help motivate students. Students enjoyed positive relationships with their teachers. School-wide expectations and teacher collaboration contributed to the culture of the school.
Author: Earl Lamar Brown
Publisher:
ISBN:
Category : Ninth grade (Education)
Languages : en
Pages : 124
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Author: United States. Office of Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 712
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Author: Naomi Elizabeth Ann Fitch
Publisher:
ISBN:
Category :
Languages : en
Pages : 512
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