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Author: Patti Darlene Ward
Publisher:
ISBN:
Category : Ninth grade (Education)
Languages : en
Pages : 418
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Author: Patti Darlene Ward
Publisher:
ISBN:
Category : Ninth grade (Education)
Languages : en
Pages : 418
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Book Description
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: Emily Krone Phillips
Publisher: The New Press
ISBN: 1620973243
Category : Education
Languages : en
Pages : 256
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Book Description
A Washington Post Bestseller An entirely fresh approach to ending the high school dropout crisis is revealed in this groundbreaking chronicle of unprecedented transformation in a city notorious for its "failing schools" In eighth grade, Eric thought he was going places. But by his second semester of freshman year at Hancock High, his D's in Environmental Science and French, plus an F in Mr. Castillo's Honors Algebra class, might have suggested otherwise. Research shows that students with more than one semester F during their freshman year are very unlikely to graduate. If Eric had attended Hancock—or any number of Chicago's public high schools—just a decade earlier, chances are good he would have dropped out. Instead, Hancock's new way of responding to failing grades, missed homework, and other red flags made it possible for Eric to get back on track. The Make-or-Break Year is the largely untold story of how a simple idea—that reorganizing schools to get students through the treacherous transitions of freshman year greatly increases the odds of those students graduating—changed the course of two Chicago high schools, an entire school system, and thousands of lives. Marshaling groundbreaking research on the teenage brain, peer relationships, and academic performance, journalist turned communications expert Emily Krone Phillips details the emergence of Freshman OnTrack, a program-cum-movement that is translating knowledge into action—and revolutionizing how teachers grade, mete out discipline, and provide social, emotional, and academic support to their students. This vivid description of real change in a faulty system will captivate anyone who cares about improving our nation's schools; it will inspire educators and families to reimagine their relationships with students like Eric, and others whose stories affirm the pivotal nature of ninth grade for all young people. In a moment of relentless focus on what doesn't work in education and the public sphere, Phillips's dramatic account examines what does.
Author: Walter Benjamin Senty
Publisher:
ISBN:
Category :
Languages : en
Pages : 180
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Author: Bobby Don Whetstone
Publisher:
ISBN:
Category :
Languages : en
Pages : 158
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Author: Rebecca Smith Baker
Publisher:
ISBN:
Category :
Languages : en
Pages : 94
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Author: Elaine Marie Allensworth
Publisher:
ISBN: 9780972603560
Category : High school attendance
Languages : en
Pages : 26
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Book Description
The First Year Of High School Is A Critical Transition Period For Students, Those Who Succeed In Their First Year Are More Likely To Continue To Do well in The Following Years And Eventually Graduate. Because A Successful Transition Into High School Is So Important, In 1999 The Consortion Developed An Indicator To Gauge Whether Students Make Sufficient Progress In Their Freshman Year Of High School To Be On-Track To Graduate Within Four Years. The Evidence Presented Here Suggests That the On-Track Indicator Can Be A Valuable Tool For Parents, Schools, And The School System As They Work To Improve Students Likelihood Of Graduating.
Author: Scott Habeeb
Publisher: iUniverse
ISBN: 0595484727
Category : Education
Languages : en
Pages : 143
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Book Description
Across the country, high school freshmen have the highest rates of failure, discipline problems, and truancy. Defined as the "make it or break it" year, ninth grade can be a trying time for teenagers learning to make their own way in the world. The Ninth Grade Opportunity provides educators with a useful framework to build and implement a team-based Freshman Transition program, ultimately allowing teachers to play an integral role in ensuring every student's success. Scott Habeeb, Ray Moore and Alan Seibert have over 60 years of combined experience as teachers and administrators, and together have compiled a guidebook centered around a teaming approach that empowers teachers to better meet freshmen needs. Based on concepts behind their popular Freshman Transition workshops, the authors share ideas about why and how teaming teachers works and how it can benefit schools. Road maps provide guidance for teachers to learn specifically how to create a program built around key elements such as: Standardized expectations Learning skills Classroom leadership Parent/teacher contact Educators everywhere will benefit from the practical advice, expert insight, and helpful tips that transform the ninth grade problem into The Ninth Grade Opportunity, ensuring a successful transition for every high school student.
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: Melissa R. Roderick
Publisher:
ISBN: 9780989799447
Category : Dropouts
Languages : en
Pages : 11
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Book Description
