An Examination of the Association Between the Graduation Coach Program and Georgia's Graduation Rate PDF Download
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Author: Wardell C. Hunter
Publisher:
ISBN:
Category :
Languages : en
Pages : 115
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Book Description
Author's abstract: As result of the dropout problem in the United States and in Georgia, many school systems around the nation have placed much emphasis on reducing the incidents of students dropping out of high school. The purpose of this study was to examine the association between the graduation coach program and Georgia's graduation rate of over a 7 year period of time, 2004-2010. The research sought to determine if differences existed between graduation rates pre the induction of the graduation coach programs and post the induction of the graduation coach program when controlling for variables such as, school locale, free and reduced lunch percentages, science achievement data and race and ethnicity percentages. I used quantitative design to gather descriptive statistics and to test differences in means scores pre and post the induction of the graduation coach program. The participants were 343 public high schools in the state of Georgia with pre coach program graduation rates and post coach program graduation rates. The spreadsheet was developed so that pre graduation coach program data and post graduation coach data was easily distinguishable. The data set contained statistical information on all 343 schools with pre and post graduation rate data. The results of this study indicate that graduation rates were statistically significant higher after the induction of the graduation coach program when compared to the period prior to the induction of the graduation coach program. In fact, this advantage persisted across city high schools, rural high schools, suburban high schools, town high schools, metropolitan Atlanta high schools and high schools outside of metropolitan Atlanta. However, when looking at Atlanta Public Schools, Dekalb County Schools and Clayton County Schools, no significant difference was found for Atlanta Public Schools.
Author: Wardell C. Hunter
Publisher:
ISBN:
Category :
Languages : en
Pages : 115
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Book Description
Author's abstract: As result of the dropout problem in the United States and in Georgia, many school systems around the nation have placed much emphasis on reducing the incidents of students dropping out of high school. The purpose of this study was to examine the association between the graduation coach program and Georgia's graduation rate of over a 7 year period of time, 2004-2010. The research sought to determine if differences existed between graduation rates pre the induction of the graduation coach programs and post the induction of the graduation coach program when controlling for variables such as, school locale, free and reduced lunch percentages, science achievement data and race and ethnicity percentages. I used quantitative design to gather descriptive statistics and to test differences in means scores pre and post the induction of the graduation coach program. The participants were 343 public high schools in the state of Georgia with pre coach program graduation rates and post coach program graduation rates. The spreadsheet was developed so that pre graduation coach program data and post graduation coach data was easily distinguishable. The data set contained statistical information on all 343 schools with pre and post graduation rate data. The results of this study indicate that graduation rates were statistically significant higher after the induction of the graduation coach program when compared to the period prior to the induction of the graduation coach program. In fact, this advantage persisted across city high schools, rural high schools, suburban high schools, town high schools, metropolitan Atlanta high schools and high schools outside of metropolitan Atlanta. However, when looking at Atlanta Public Schools, Dekalb County Schools and Clayton County Schools, no significant difference was found for Atlanta Public Schools.
Author: Christopher Richard Baldwin
Publisher:
ISBN:
Category :
Languages : en
Pages : 95
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Book Description
In 2005-2006, Governor Perdue of Georgia began the Graduation Coach Initiative to increase student achievement by identifying at-risk students early and providing intervention strategies that would lead to academic success and graduation. The purpose of this study was to determine if a relationship existed between graduation coaches, academic achievement, and graduation rate in Georgia. The research design used to determine the relationship between graduation coaches, academic achievement, and graduation rate was a quantitative, causal comparative study. Wilcoxon signed-ranks tests did not substantiate a significant relationship between graduation coaches, academic achievement, and graduation rate. Improvements in test score pass rates and graduation rate occurred at statistically similar rates before and after the implementation of the Graduation Coach Initiative except on two occasions. Graduation rates improved at a statistically significant higher rate after the utilization of graduation coaches in urban schools and before the utilization of graduation coaches in suburban schools.
Author: Melissa Clark Trevillian
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 128
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Book Description
Until graduation coaches were added to all Georgia high schools for the 2006-2007 school year, the state of Georgia had one of the lowest graduation rates in the United States. After the high school graduation coaches were found to be successful in decreasing the dropout rate, coaches were added at the middle school level beginning in the 2008-2009 school year. The purpose of this study was to examine the effects of the middle school graduation coach on the attendance and the math and reading CRCT scores of the at-risk student. A control group of at-risk students that did not receive treatment was compared to the experimental group that received treatment from the middle school graduation coach during the 2008-2009 school year. The pretest and posttest math and reading CRCT scores and attendance were analyzed using an analysis of covariance (ANCOVA) to determine if the middle school graduation coach had a significant effect on the at-risk students. The hypotheses that the graduation coach would have an effect on the sixth, seventh, and eighth grade at-risk students' attendance and math and reading CRCT scores were rejected because the ANCOVA found that any significant increases or decreases were not due to the effect of the middle school graduation coach. Analysis of gender was completed using a paired t-test and found significant increases in the math and reading CRCT scores of males in the experimental group and the reading CRCT scores of females in the control group.
Author:
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ISBN:
Category : Dropouts
Languages : en
Pages : 2
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Book Description
Author: Brant-Rajahn, Sarah N.
Publisher: IGI Global
ISBN: 1799895165
Category : Education
Languages : en
Pages : 383
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Book Description
Systemic oppression continues to disenfranchise students at the intersections of race, ethnicity, gender identity, sexual orientation, immigrant status, religion, ableism, and economic status. Because of this, school counselors are called to function as advocates and change agents, but often find themselves underprepared to address these oppressive systems in schools. It is vital that school counselors are provided resources that enable them to increase their preparedness and allow them to address oppressive practices within schools as well as work with diverse populations using culturally affirming and antiracist practices. Developing, Delivering, and Sustaining School Counseling Practices Through a Culturally Affirming Lens informs culturally affirming and antiracist professional practice and advocacy work by school counselors. It serves as a learning tool that better prepares school counselors to address the needs of marginalized students and work as effective change agents to disrupt systemic oppression in school settings. Covering topics such as professional identity, racial trauma, and social justice, this book serves as a dynamic resource for school counselor educators, school counselors-in-training, school counselors, directors, supervisors, district leaders and administration, researchers, and academicians as they implement antiracist, social justice, and culturally affirming practices in school settings and academia.
Author: Robert E. Wise
Publisher: John Wiley & Sons
ISBN: 0470180277
Category : Education
Languages : en
Pages : 306
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Book Description
Sharing educational and economic statistics, the author presents positive solutions for reforming the secondary education system, especially at the federal level.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 620
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Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 244
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Book Description
EBONY is the flagship magazine of Johnson Publishing. Founded in 1945 by John H. Johnson, it still maintains the highest global circulation of any African American-focused magazine.
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Publisher:
ISBN:
Category :
Languages : en
Pages : 232
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Book Description
Atlanta magazine’s editorial mission is to engage our community through provocative writing, authoritative reporting, and superlative design that illuminate the people, the issues, the trends, and the events that define our city. The magazine informs, challenges, and entertains our readers each month while helping them make intelligent choices, not only about what they do and where they go, but what they think about matters of importance to the community and the region. Atlanta magazine’s editorial mission is to engage our community through provocative writing, authoritative reporting, and superlative design that illuminate the people, the issues, the trends, and the events that define our city. The magazine informs, challenges, and entertains our readers each month while helping them make intelligent choices, not only about what they do and where they go, but what they think about matters of importance to the community and the region.
Author: Franklin Schargel
Publisher: Routledge
ISBN: 1317925823
Category :
Languages : en
Pages : 288
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Book Description
This book describes the fifteen strategies identified through research reviewed by The National Dropout Prevention Center and Network at Clemson University. Each chapter in this book was written by a nationally recognized authority in that field. Research has shown that these 15 strategies have been successfully implemented in all school levels from K - 12 in rural, suburban, and urban centers; as stand-alone programs or as part of systemic school improvement plans. Helping Students Graduate: A Strategic Approach to Dropout Prevention also covers No Child Left Behind and its effects on dropout rates; Dealing with Hispanic dropouts; Differences and similarities between rural and urban dropouts. These fifteen strategies have been adopted by the U.S. Department of Education. They are applicable to all students, including students with disabilities.
