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Effect Of A Freshman Academy On Ninth Grade Students Attendance Achievement And Social Behavior
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Book Synopsis Effect of a Freshman Academy on Ninth Grade Students' Attendance, Achievement and Social Behavior by : Betty Despenza-Green
Download or read book Effect of a Freshman Academy on Ninth Grade Students' Attendance, Achievement and Social Behavior written by Betty Despenza-Green and published by . This book was released on 1997 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Helping Students Make the Transition Into High School by : Marie-Andrě Somers
Download or read book Helping Students Make the Transition Into High School written by Marie-Andrě Somers and published by . This book was released on 2016 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ninth Grade Academies (NGAs)--also called Freshman Academies--have attracted national attention as a particularly intensive and promising approach for supporting a successful transition for high school freshmen. An NGA is a self-contained learning community for ninth-graders that operates as a school within a school. NGAs have four core structural components: (1) a designated separate space within the high school, (2) a ninth-grade administrator who oversees the academy, (3) a faculty assigned to teach only ninth-grade students, and (4) teachers organized into interdisciplinary teams that have both students and a planning period in common. The theory of action behind NGAs is that when these components are employed together, they interact to create a more personalized learning environment where ninth-grade students feel less anonymous and more individually supported. This, in turn, should help students succeed in school and stay on track to high school graduation. NGAs have shown promising results when employed as part of a whole-school reform model, but in these cases schools have received external support from a developer to create and sustain them. A growing number of schools and districts have been experimenting with NGAs on their own, but the little research that exists on their effectiveness is limited to anecdotal accounts. This study, which is based on a quasi-experimental research design, examines the effect of NGAs on students' progress toward graduation, their academic achievement, and their behavior in several school districts in Florida. The sample for this study includes 27 high schools that created NGAs between 2001-2002 and 2006-2007, along with 16 comparison high schools that serve ninth-grade students with similar characteristics as students in the NGA schools. As context for understanding the impact findings, this study also looks at the extent to which the key features of the NGA model were implemented in the NGA schools in the study and how this differs from the structures and supports in the comparison schools. The key finding is that the NGAs in this study do not appear to have improved students' academic or behavioral outcomes (credit earning, state test scores, course marks, attendance, suspensions, or expulsions). The findings also suggest that it can be difficult for schools to fully implement the components of the NGA model without expert assistance: Three years after their creation, only half the NGAs in the study had all four structural components of the model in place. Nationally, school districts continue to create NGAs, and recent efforts to implement them have incorporated various enhancements that are intended to strengthen and improve their implementation, but little is known about their effectiveness. Because students' experience in ninth grade is an important predictor of their future success, these efforts to create and improve NGAs should be examined in future studies. Appended are: (1) Technical Information; and (2) Beyond the Sunshine State: Ninth Grade Academies in Other School Districts. ["Helping Students Make the Transition into High School: The Effect of Ninth Grade Academies on Students' Academic and Behavioral Outcomes" was written with Janet Quint.].
Book Synopsis The Impact of a Freshman Academy on High School Transition by : Sherry Grier Veasey
Download or read book The Impact of a Freshman Academy on High School Transition written by Sherry Grier Veasey and published by . This book was released on 2011 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis The Effect of a Ninth Grade Academy on the Achievement, Attendance, and Retention Rate of Mainstreamed, Learning Disabled, First-time, Hispanic, Freshman Students by : Grace V. Ruiz
Download or read book The Effect of a Ninth Grade Academy on the Achievement, Attendance, and Retention Rate of Mainstreamed, Learning Disabled, First-time, Hispanic, Freshman Students written by Grace V. Ruiz and published by . This book was released on 2005 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of a Ninth Grade Academy on the Achievement, Attendance, and Promotion Rate of First-time Ninth Grade Students by : Alicia M. Torres
Download or read book The Effect of a Ninth Grade Academy on the Achievement, Attendance, and Promotion Rate of First-time Ninth Grade Students written by Alicia M. Torres and published by . This book was released on 2004 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of the Freshman Academy on Ringgold High School by : Earl Lamar Brown
Download or read book The Effects of the Freshman Academy on Ringgold High School written by Earl Lamar Brown and published by . This book was released on 2007 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of Georgia Ninth Grade Academies on End of Course Test Scores, Graduation Rate, and Attendance by : Andrea Irvin
Download or read book The Effect of Georgia Ninth Grade Academies on End of Course Test Scores, Graduation Rate, and Attendance written by Andrea Irvin and published by . This book was released on 2013 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative causal-comparative study was to explore the effect of Ninth Grade Academies as Small Learning Communities as an approach to further student success in comparison to Traditional Comprehensive High School structures in the state of Georgia. This study sought to determine if students who attended a Ninth Grade Academy as a Small Learning Community during their freshman year had a higher rate of attendance, increased student achievement as measured by the Georgia End of Course Test scores in Ninth Grade Literature and Ninth Grade Algebra I, and a higher Graduation Rate in comparison to students who did not attend a Ninth Grade Academy, but rather a Traditional Comprehensive High School configuration during the school year of 2007-2008. For all dependent variables that were used to measure achievement for the research questions: Graduation Rate, attendance, and End of Course Tests in Ninth Grade Literature and Ninth Grade Algebra I, there was a significant statistical difference between the two groups. For all research questions, the results indicated the Traditional Comprehensive High Schools measured higher percentages in Graduation Rate, End of Course Tests, and attendance than the Ninth Grade Academies.
Book Synopsis Small Learning Communities by : Charles Mason Gary
Download or read book Small Learning Communities written by Charles Mason Gary and published by . This book was released on 2004 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship Between the Freshman Academy and Student Academic Success at Morristown-Hamblen High School East by :
Download or read book The Relationship Between the Freshman Academy and Student Academic Success at Morristown-Hamblen High School East written by and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis The Effect of the Self-contained Ninth Grade Campus on Student Achievement Indicators by : James Marshall Finch
Download or read book The Effect of the Self-contained Ninth Grade Campus on Student Achievement Indicators written by James Marshall Finch and published by . This book was released on 2015 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt: The research on smaller learning communities like freshmen academies is plentiful in the literature about its impact on the social and academic adjustments students must make when transitioning from middle school to high school. Past studies have shown where schools that set apart freshmen have seen positive results in student achievement. With accountability scoring the performance of ninth graders, schools are exploring setting apart freshmen in sections of the school building or on another campus in hopes of them achieving at higher levels. As a result, the purpose of this study was to examine student achievement of freshmen in three distinct school settings: high schools using a freshman wing, high schools using a freshman campus, and high schools using no facility to transition ninth graders. A mixed methods design was employed to fully investigate the reasons schools were choosing to set apart students in their first year of high school. A sample of 125 schools from the three groups was purposefully selected from a population of 349 public high schools in Georgia. The quantitative portion examined 2014 Ninth Grade Literature End of Course performances, credit accrual for freshmen, scores on the College and Career Readiness Index, and graduation rates of schools. The qualitative aspect of this study examined responses from 15 principal interviews about the effectiveness of the freshman facility design employed in their high school. An analysis of variance (ANOVA) was used to determine if a significant difference existed among the three groups in the first research question. An analysis of themes in the responses to seven interview questions helped determine the results to the second and third research question. Results indicated a significant difference in only one category of the quantitative section of this study: credits earned in the freshmen year by students with a disability. Students with disabilities in high schools using a freshman campus earned significantly more credit than their counterparts in high schools using neither a wing or campus to transition freshmen. There was no significant difference in Ninth Grade Literature performance, credit accrual for all students, CCRPI scores, or graduation rates. Further results from the interviews with principals indicated high schools with freshmen campuses often originated from the combination of overcrowding in the schools and a surplus of facilities that could be repurposed into a freshman campus. Other results showed transition strategies used to help students adjust to high school were employed by schools in all three groups.
Book Synopsis A Comparative Study of Academic Achievement and Participation in a High School Freshman Academy by : Mark Seng
Download or read book A Comparative Study of Academic Achievement and Participation in a High School Freshman Academy written by Mark Seng and published by . This book was released on 2014 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: The transition to high school can be problematic for many ninth graders. Researchers and administrators have sought ways to improve academic performance and promotion rates while reducing dropout rates. A quantitative causal-comparative (ex post facto) and correlation study using a two-group design compared two freshman classes at separate comprehensive high schools in suburban Georgia. The treatment group, the freshman class implementing the freshman academy model, was compared to the control group, a traditional high school freshman class with no freshman academy. This study provides new research findings on the relationship and possible cause and effect a freshman academy may have on the ninth grade Literature/Composition End of Course Test (EOCT) scores when controlling for the eighth grade Reading Criterion Referenced Competency Test (CRCT) scores and the eighth grade English/Language Arts CRCT scores. Evidence was found to suggest that participation in a freshman academy can improve the probability that a student will be promoted from ninth to tenth grade on-time. No other significant differences were found when looking at the dropout rate, graduation rate, and grade point averages at the end of the ninth grade year. When controlling for eighth grade Reading CRCT and eighth grade English/Language Arts CRCT scores, there was no significant difference in ninth grade Literature/Composition End of Course Test (EOCT) scores between the two groups.
Book Synopsis Administrators', Counselors', and Teachers' Opinions Regarding the Impact of Freshman Academies, Schools Within Schools, and Ninth Grade Schools, as it Relates to Effective Transitioning by : Robyn Suzanne Killebrew
Download or read book Administrators', Counselors', and Teachers' Opinions Regarding the Impact of Freshman Academies, Schools Within Schools, and Ninth Grade Schools, as it Relates to Effective Transitioning written by Robyn Suzanne Killebrew and published by . This book was released on 2016 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine whether administrators, counselors, and teachers believe that implementing freshman academies, schools-within-schools, and ninth grade schools is an effective way to transition ninth graders into high school. This study included an introduction and a review of literature that discussed the following: adolescent years, transition from 8th to 9th grade, drop-out prevention, school reform in secondary education, professional learning communities, the freshman academy, and a conclusion. This study was also comprised with a methodology section, research results, conclusions, recommendations for policy makers and practitioners, and recommendations for future research. The questionnaire for this study was developed by the researcher. The questionnaire focused on the areas of demographics, academics, attendance, discipline, school culture, transitioning, socio-economic status, and instructional staff. Data was collected from seven different schools in Mississippi who currently house freshman academies, school-within-schools, and ninth grade schools. A total of 85 questionnaires were completed with 10 of those being administrators, 12 being counselors, and 63 comprised of teachers. This study specifically examined administrators', counselors', and teachers' opinions regarding the impact freshman academies, schools-within-schools, and ninth grade schools as it relates to effective transitioning. Results illustrated that there was a significant difference in the opinions of administrators, counselors, and teachers in the areas of academic performance, reduced discipline referrals, school culture, transitioning from eighth to ninth grade, and the morale on the staff of the school. However, this study yielded a non-significant relationship among the opinions of administrators, counselors, and teachers concerning the implementation of a freshmen academy on the drop-out rate and improving students from a low socio-economic class. Policymakers and practitioners were encouraged to look at freshman data, collaborate with middle school and high school teachers, and place their best teachers in the ninth grade to ensure a smooth transition for all freshmen. --Page ii.
Book Synopsis The Effects of a Ninth Grade Academy on Dropout Rates, Attendance Rates, and Academic Performance of Ninth-grade Students by : Partricka L. Cole
Download or read book The Effects of a Ninth Grade Academy on Dropout Rates, Attendance Rates, and Academic Performance of Ninth-grade Students written by Partricka L. Cole and published by . This book was released on 2013 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Analysis of Student Outcomes of Ninth Grade Academies and Traditional High Schools by : Heather Renee McMahan
Download or read book An Analysis of Student Outcomes of Ninth Grade Academies and Traditional High Schools written by Heather Renee McMahan and published by . This book was released on 2017 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: The transition to high school presents many trials for students, from changing academic structures, to emotional and social adjustments, and even the size and location of the school. Students are facing a substantial number of obstacles their freshman year. These challenges in resiliency can often make or break a ninth grader and determine his/her path to graduation. A successful ninth grade year sets a student up for success ahead of a peer who may have failed ninth grade. The physical location of where a student receives the ninth grade education may impact the academic outcome. Ninth grade students have been shown to need support and care in a different manner than all other grade levels. The purpose of this study was to examine the relationship between student academic outcomes and the physical location in which ninth grade instruction was delivered. This study analyzed ninth grade academies and traditional four-year campuses to determine whether physical location of the ninth grade year had any impact on the student outcomes of attendance rates, percent of students who received AP credit based on Advanced Placement (AP) exam success, type of graduation plan, percent of students at/above criterion SAT/ACT scores of 1110 on the SAT critical reading and mathematics sections combined, or 24 on the ACT composite, graduation rates by campus and graduates in TX institutions of higher education (IHE) completing one year without remediation. The study included schools from the state of Texas, varying in size and demographics. The findings within this study may guide districts as they configure campuses in the future. Using a repeated measures design, this study collected student achievement data from a cohort of students from both ninth grade centers and traditional four-year high schools. This study provided an analysis between the two grade configurations when considering attendance, graduation rate, percent of students who received credit based on Advanced Placement (AP) exam success, type of graduation plan, percent of students at/above criterion SAT/ACT scores of 1110 on the SAT critical reading and mathematics sections combined, or 24 on the ACT composite, and student performance in the first year of college. The study found that there was no relationship between the student outcomes of students who began on a ninth-grade campus only and those who started high school at a four-year traditional high school. Although no significant difference was found between the wo organizational structures based on academic outcomes at the end of high school, additional research is needed to determine if outcomes are different at the end of the ninth grade year.
Book Synopsis Exploring the Relationship Between the Freshman Academy Environment and Academic Achievement and Resilience by : Taneesha George
Download or read book Exploring the Relationship Between the Freshman Academy Environment and Academic Achievement and Resilience written by Taneesha George and published by . This book was released on 2016 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Improving Ninth Grade Student Achievement and Social and Emotional Readiness for Senior High School by Establishing a Freshman Academy at Frederick Douglass Middle School by : Betty Jean Foster Smith
Download or read book Improving Ninth Grade Student Achievement and Social and Emotional Readiness for Senior High School by Establishing a Freshman Academy at Frederick Douglass Middle School written by Betty Jean Foster Smith and published by . This book was released on 1999 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effects of a Freshman Academy Within a Rural High School by : Ronnie L. Mincey
Download or read book Effects of a Freshman Academy Within a Rural High School written by Ronnie L. Mincey and published by . This book was released on 2012 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
