A Study of Pupil Failures in the Ninth Grade PDF Download
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Author: Walter Benjamin Senty
Publisher:
ISBN:
Category :
Languages : en
Pages : 180
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Author: Walter Benjamin Senty
Publisher:
ISBN:
Category :
Languages : en
Pages : 180
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Author: Patti Darlene Ward
Publisher:
ISBN:
Category : Ninth grade (Education)
Languages : en
Pages : 418
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Author: Kim R. Hapken
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 278
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Book Description
The rate of high school completion continues to be a concern for educators nationwide because not earning a high school diploma is associated with lower salaries, limited job availability, lower self-esteem, increased dependence on welfare, and an increased probability of judicial involvement. Graduation from high school is now a minimal level of preparation for entry into society, and both credit and rigor requirements have significantly increased. This qualitative case study conducted in a small, urban district focused on capable, underachieving student and parent perceptions of the barriers and supports that facilitated or deterred success in ninth grade. The purpose of this study was to determine why so many capable students failed when they reached ninth grade and to identify ways to improve student success. Quantitative data from student records, climate, and ninth grade surveys were used to create a picture of the general perceptions of the academic achievement and school climate in both high schools in this district. Qualitative data from in-depth student and parent interviews were used to understand the study participants' perceptions of supports and barriers in ninth grade. All participants had failed one or more core content subjects in ninth grade. An analysis of students' middle school academic histories did not reveal patterns of failure, but revealed academic achievement in the average to above average range. Student and parent participants provided insight into factors that interfered with or facilitated success. Student interviews identified interventions, teachers, and peers that were perceived to be helpful while at the same time noting that their own lack of persistence and effort significantly impacted their success. In addition, some structural problems within the district's high school program related to the middle to high school transition program, middle to high school expectations, interventions, and extracurricular activities were identified. Parent interviews revealed similar concerns related to persistence, motivation, effort, and their lack of understanding as to how to help their child develop these skills. Recommendations for district practice and future research are provided.
Author: Melissa R. Roderick
Publisher:
ISBN: 9780989799447
Category : Dropouts
Languages : en
Pages : 11
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 508
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Author: Dorothy Marie Kerner
Publisher:
ISBN:
Category : High schools
Languages : en
Pages : 286
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Author: Joseph Harold Collins
Publisher:
ISBN:
Category : African Americans
Languages : en
Pages : 338
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Author: Camille A. Farrington
Publisher: Teachers College Press
ISBN: 0807772747
Category : Education
Languages : en
Pages : 209
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Book Description
Roughly half of all incoming ninth graders across urban districts will fail classes and drop out of school without a diploma. Failing at School starts with the premise that urban American high schools generate such widespread student failure not because of some fault of the students who attend them but because high schools were designed to stratify achievement and let only the top performers advance to higher levels of education. This design is particularly detrimental for low-income, racial/ethnic minority students. To get different results, Farrington proposes fundamental changes based on what we now know about how students learn, what motivates them to engage in learning, and what kinds of educational systems and structures would best support their learning. “This is a groundbreaking and eye-opening study because it does what few studies of high school truly do: get inside the hearts and minds of teen-agers and show what their experience of school looks and feels like to them. The analysis of students who fail is revealing and powerful. There are poignant and revealing stories of just how a few student mistakes or teacher insensitivities lead to unfortunate and long-lasting results. More importantly, these case studies, their nuances, and their implications take us beyond the clichés and simplistic theories about schools and reform. Most importantly, we read of tangible and intelligent solutions that can be instituted, based on the facts on the ground. I highly recommend this book to everyone interested in getting beyond the typical talking points of school reform.” —Grant Wiggins, Authentic Education “Camille Farrington details how high schools trap students along developmental trajectories distorted by structural factors—resources, values and practices—beyond their control. Grounded firmly in research, she describes a better way forward. This book is an important contribution to the re-visioning of American high schools.” —Ronald F. Ferguson, faculty director, Achievement Gap Initiative, Harvard University "Why is there such a pattern of failure in urban high schools? This is a vital issue for every city in America. Camille Farrington’s analysis of the roots of this problem and suggestions for structural changes to break this cycle is the best I have seen. This book combines research and practitioner wisdom with common sense and heart, and for those of us engaged in this work, presents concrete directions for positive change.” —Ron Berger, chief academic officer, Expeditionary Learning Book Features: Offers concrete strategies for redesigning high schools based on four dimensions of student achievement—structural, academic, developmental, and motivational. Highlights the voices of students to illustrate fundamental problems with the way we currently “do school.” Addresses the new Common Core State Standards and the potential of this major reform effort to move us toward equity and excellence. Camille A. Farrington is a research associate (assistant professor) at The University of Chicago School of Social Service Administration and the Consortium on Chicago School Research and director of curriculum, instruction, and assessment for the Network for College Success.
Author: Everett Charles Highlund
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 126
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Author: Francis Paul OBrien
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 116
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