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Author: Carol Sue Hendrix
Publisher:
ISBN: 9781109979848
Category : High school students
Languages : en
Pages : 180
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Book Description
The purpose of this causal-comparative study was to determine if a small learning community, specifically a Freshman Academy, was statistically significantly difference than a traditional freshman class without a Freshman Academy. Two hundred and eight students in the DeKalb County High School traditional freshman class and 413 students in the Sevier County High school Freshman Academy participated in the study during the 2005-2006 school year. Data were analyzed using the unpaired t test, Mann-Whitney U and Chi Square Test at the .05 level of significance. Statistically significant differences in grade point average were found for students of high socioeconomic status; Algebra I Gateway scores for females, males, Caucasians, students of high socioeconomic status and students of low socioeconomic status; core credits earned in students of high socioeconomic status; attendance in females; and discipline referrals in males and students of low socioeconomic status. No statistically significant differences were found in credits earned and promotion rate. It was recommended that (1) Freshman Academies should be implemented across the state; (2) Professional development should be conducted for all administrators and teachers prior to the implementation of the Freshman Academy; (3) Summer transition programs for at-risk students should be developed; (4) Before and after school remedial and enrichment programs should be developed; (5) Replication of the study should be conducted in both rural and urban areas in different parts of the United States; (6) DeKalb County High School should implement a Freshman Academy during the 2007-2008 school year; and (7) Longitudinal studies should be developed to determine the sustained effects of a Freshman Academy.
Author: Carol Sue Hendrix
Publisher:
ISBN: 9781109979848
Category : High school students
Languages : en
Pages : 180
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Book Description
The purpose of this causal-comparative study was to determine if a small learning community, specifically a Freshman Academy, was statistically significantly difference than a traditional freshman class without a Freshman Academy. Two hundred and eight students in the DeKalb County High School traditional freshman class and 413 students in the Sevier County High school Freshman Academy participated in the study during the 2005-2006 school year. Data were analyzed using the unpaired t test, Mann-Whitney U and Chi Square Test at the .05 level of significance. Statistically significant differences in grade point average were found for students of high socioeconomic status; Algebra I Gateway scores for females, males, Caucasians, students of high socioeconomic status and students of low socioeconomic status; core credits earned in students of high socioeconomic status; attendance in females; and discipline referrals in males and students of low socioeconomic status. No statistically significant differences were found in credits earned and promotion rate. It was recommended that (1) Freshman Academies should be implemented across the state; (2) Professional development should be conducted for all administrators and teachers prior to the implementation of the Freshman Academy; (3) Summer transition programs for at-risk students should be developed; (4) Before and after school remedial and enrichment programs should be developed; (5) Replication of the study should be conducted in both rural and urban areas in different parts of the United States; (6) DeKalb County High School should implement a Freshman Academy during the 2007-2008 school year; and (7) Longitudinal studies should be developed to determine the sustained effects of a Freshman Academy.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 784
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Book Description
Author: Nancy P. Rothery
Publisher:
ISBN:
Category :
Languages : en
Pages : 103
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Book Description
The transition from a public middle school to a public high school represents a pivotal point in the educational trajectory of a student. To combat freshman transition challenges, school district administrators created Freshman Academy models. This study examines the impact of two Freshman Academy models, isolated and school-within-a-school, on student achievement and engagement in a rural East Tennessee school district. The researcher examined 2013-2018 English I and Biology I end of course Tennessee Value Added Assessment System assessments and former 2018-2019 Freshman Academy student survey responses of the Student Engagement Instrument survey on peer student support and teacher student relationships. The researcher found that no statistical difference existed between the two Freshman Academy models on student achievement and engagement.
Author: Eva Gold
Publisher:
ISBN:
Category :
Languages : en
Pages : 132
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Book Description
The School District of Philadelphia's tiered system of selective, nonselective, and charter high schools, and the process for high school choice, has created real variation in the degree to which high schools can successfully meet the needs of ninth graders. Research has shown that the ninth grade year is critical in determining a student's likelihood of graduating from high school. This mixed-methods study examines the transition to high school in Philadelphia, which we define as including the eighth grade high school selection process and students' experience in their ninth grade year. In our analysis of eighth grade applications to district-managed high schools for the 2007-08 school year, we found that most District eighth graders participated in the high school selection process, but fewer than half of them were admitted and enrolled in any of their chosen schools. Further, comparing across types of high schools, we found first, that the choice process contributes to system stratification, with low-income students, Black and Latino students, students who need special supports, and boys concentrated in nonselective neighborhood high schools and Whites, Asians, and girls concentrated in special admission high schools. Second, we learned that the choice process creates distinct challenges to the neighborhood schools' ability to support ninth graders. Enrollment at neighborhood high schools does not settle until the school selection process settles in late summer, and then continues to shift through the fall due to geographic mobility and returns from the juvenile justice system or other schools. Late enrollments undercut the ability of the neighborhood high schools to prepare for incoming classes, and contribute to changes in course schedules and teacher assignments after the school year begins, which cost important instructional time. Finally, we found that despite widespread acknowledgment of the importance of the freshman year, competing district agendas is not a priority in district and school planning. Freshman year interventions are often implemented piecemeal, without the professional support teachers need to adopt new practices, and without the assessments needed to know if they are effective. We argue that if low-performing neighborhood high schools are going to "turn around" or improve, it will require not only building school capacity but also implementing changes to the broader systems of district policy and practice in which these schools function, including the high school selection process. Appendices include: (1) Philadelphia's Tiered System of High Schools; (2) Differences Among High Schools by Admissions Type; and (3) Methodology. (Contains 200 footnotes, 3 figures, and 18 tables.).
Author: United States. Office of Education. Division of Higher Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 148
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Author: American Association of Junior Colleges. Meeting
Publisher:
ISBN:
Category : Junior colleges
Languages : en
Pages : 1020
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 812
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1116
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Author: Taneesha George
Publisher:
ISBN:
Category : Education, Primary
Languages : en
Pages : 119
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Book Description
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: Library of Congress. Copyright Office
Publisher: Copyright Office, Library of Congress
ISBN:
Category : Copyright
Languages : en
Pages : 1914
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