The Relationship Between the Freshman Academy and Student Academic Success at Morristown-Hamblen High School East PDF Download
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Languages : en
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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.
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Languages : en
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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
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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.
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Category : Dissertations, Academic
Languages : en
Pages : 546
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Author: Ronnie L. Mincey
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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: Bogan Brent
Publisher:
ISBN: 9780990003649
Category : Education
Languages : en
Pages : 90
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A successful Freshman Academy can be one of the most effective ways to transition students from a middle school setting to the high school setting. Freshman Academies have proven to curb inappropriate behavior, allow students to emotionally adjust to the new environment of high school, and improve overall academic achievement. Brent Bogan has played a key role in the successful development of a Freshman Academy and Matthew Ogles brings his experience of teaching seventh and eighth grade students to determine certain needs that seek attention when entering high school.
Author: Michelle Antoinette Pettiford
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ISBN:
Category : High school freshmen
Languages : en
Pages : 342
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The purpose of this qualitative study was to explore the perceptions of educators regarding the effectiveness of an academic success program for ninth- and 10th-grade students who are at-risk males. The term at risk has often been utilized to describe students who have low academic performance as well as social and emotional concerns observed during the transitioning process from middle to high school. The foundation of this study centered on past and current educational initiatives, achievement gaps, and pedagogical and cultural awareness for at-risk minority students as they entered high school. I used a 2-phase process that included the implementation of a questionnaire and one-on-one interviews to collect the perceptions of educators. This methodology allowed educators to provide their perspectives on the effect of a high school academic success program on the academic, social, and behavioral performance of at-risk male students for the past 2 school years. The three key indicators of “making sure that students were on the right track,” “empower students,” and “creating a positive culture” evolved linking into the themes of academic success, building a student support system, teacher effectiveness, student preparation, and building relationships. As a result, positive implications and significances were established from the perspective of the participating stakeholders of the Freshman/Success Academy.
Author: Shirley C. Sealy
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ISBN:
Category : Academic achievement
Languages : en
Pages : 470
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This dissertation was designed to explore the transition of a group of ninth-grade students into a large rural upstate South Carolina high school. The primary focus was to ascertain the students' levels of academic intrinsic motivation toward English, math, science, history, and their general orientation toward school learning, and to explore those freshman academy experiences that the students felt most directly impacted these attributes. The freshman academy at this school was implemented in 2006 as a district initiative to strengthen the transition to high school and ultimately increase the graduation rate. -- This was a mixed methods case study in which the researcher sought to gain insight into the students' academic intrinsic motivation toward subject areas as well as their general motivational orientation. Data were measured quantitatively by administering the Children's Academic Intrinsic Motivation Inventory (CAIMI) to a group of current ninth graders enrolled in the freshman academy at a South Carolina high school. -- The students' scale scores on the CAIMI measured their levels of motivation across five subscales--English, math, science, history, and general orientation toward school learning. Qualitatively, the researcher conducted three student focus groups, four teacher interviews (one teacher from each of the four subject areas), and an administrator interview with the assistant principal in charge of the freshman academy. Additionally, the researcher conducted a review of the written descriptions of the freshman academy. -- The results from this study led the researcher to conclude that the students, teachers, and administrator perceived the overall impacts of the freshman academy on ninth-grade transition as positive and supportive, thus easing the transitional challenges of its students from middle school to high school. All participant categories perceived the academy's structure and program design to have diminished the possible deleterious effects of the academic, procedural, and social challenges experienced by the students as they transitioned to high school. All participant categories perceived the teachers to be primary motivational sources for their students. Students indicated that, although this impact had been mostly positive for them as learners, in some cases, the teachers' impact had been to decrease their desire to learn. CAIMI subscale scores were low in all four subject areas, as well as toward school learning in general. This indicated a possible disconnect between what the teachers did to motivate their students to learn, and what the students perceived as motivating. The researcher's recommendations were for the school to assess the motivation levels of their incoming freshmen and to use this data to guide them in design and implementation of their instructional programs and schedules. In addition, the school should develop and implement professional development on intrinsic motivation theory and practical implications for the classroom teachers.
Author: Sherry Grier Veasey
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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: Dustin G. Morehead
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ISBN:
Category : High school dropouts
Languages : en
Pages : 256
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