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The Comparison Of Three Eighth Grade To Ninth Grade Transition Programs In A South Florida High School
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Book Synopsis The Comparison of Three Eighth Grade to Ninth Grade Transition Programs in a South Florida High School by : Kris J. Black
Download or read book The Comparison of Three Eighth Grade to Ninth Grade Transition Programs in a South Florida High School written by Kris J. Black and published by . This book was released on 2002 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-09 with total page 532 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2001 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Student Transitions From Middle to High School by : J. Allen Queen
Download or read book Student Transitions From Middle to High School written by J. Allen Queen and published by Routledge. This book was released on 2013-10-18 with total page 175 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book shows administrators and teachers what they can do to make their students' ninth grade experience a successful one. Practical and research-based, this book showcases strategies to help you reduce your dropout rate, enhance student achievement, and provide a safe environment for your ninth grade students.
Book Synopsis A Causal Comparative Study of Ninth Grade Academy as an Answer to Unsuccessful Eighth Grade to Ninth Grade Transition by : Ursula Dionne Martin
Download or read book A Causal Comparative Study of Ninth Grade Academy as an Answer to Unsuccessful Eighth Grade to Ninth Grade Transition written by Ursula Dionne Martin and published by . This book was released on 2018 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine whether the traditional ninth-grade classroom or the ninth-grade academy would have the greatest impact on retention rates and discipline referrals to administration of students transitioning into high school. The data in this causal-comparative research was secondary data collected from the counselors and administrators of the four schools that participated in this research study. The data was evaluated using an independent samples t-test. The results of this study did not indicate the need for transition programs based on the predicted significant statistical difference in the retention rates and in the Group A and B offense discipline referrals to administration of students that were exposed to a ninth-grade academy vs. involvement in a traditional ninth-grade classroom. However, limitations for this study do reveal that there is still a need for further research. These results can assist school systems in finding ways to make sure appropriate decisions are made for the positive transition of ninth-grade students into high school. Additionally, this information can assist high school administrators in finding funding for the program and in building schedules that would support the implementation of ninth-grade academies. There was no statistically significant difference found, in this study, in the retention rate nor the Group A and Group B offense office discipline referral rates of ninth-grade students based on their exposure to a ninth-grade academy vs. a traditional ninth-grade program.
Book Synopsis Effects of Summer School Transition Program and Grade Level on Seventh, Eighth, and Ninth Grade Students' Grades, Attendance, and Behavior by : Katie Smith
Download or read book Effects of Summer School Transition Program and Grade Level on Seventh, Eighth, and Ninth Grade Students' Grades, Attendance, and Behavior written by Katie Smith and published by . This book was released on 2012 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: This causal-comparative study sought to identify the effects of attending a summer school transition program and students' grade levels (seventh v. eighth v. ninth) on students' grades (based on course failures), attendance (based on students' absences), and behavior (based on number of behavioral office referrals). The students who participated in this study were identified as at-risk during one of three educational transitions: from elementary school to middle school, between seventh and eighth grade in the middle school, and from middle school to high school. As part of their elementary school to middle school, intra-middle school, or middle school to high school transition program, students in the treatment group participated in a three-week summer program with academic classes in math, reading, and science, which their upcoming grade-level teacher taught. The goals of the summer transition program include familiarizing students with new academic structures and teacher expectations as well as previewing curriculum material for the upcoming school year. In order to compare the groups' data, the researcher used the chi-square analysis. While there was no change in students' grades or behavior related to participation in the summer transition program, statistically significant relationships did exist between grade level and attendance for eight and ninth grade students, as well as students who did not attend the summer school transition program. Grade level did not have a significant impact on the change in students' grades or behavior from one year to the next.
Book Synopsis Eighth Grade Transition to High School by : Kristen Campbell-Wilder
Download or read book Eighth Grade Transition to High School written by Kristen Campbell-Wilder and published by ProQuest. This book was released on 2009 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the perceptions of eighth grade students and eighth and ninth grade teachers regarding academic, procedural, and social transition issues from middle school to high school. The research design was a multi-site, mixed methods case study of two suburban districts with single 6-8th grade middle schools feeding a single high school. Academic issues explored student concern about harder classes, homework, grades, more teachers, preparation for college, and preparation for life. Procedural issues included concerns about the size of the school, getting lost, getting to class on time, school rules, and expectations. Social issues covered included safety, sense of belonging, fitting in, bullying and freedom. The conceptual framework for this study was based on a study of elementary to middle school transition by Akos and Galassi (2004) which grouped transition issues into three components: academic, procedural and social. This study examined how these same issues are related to the transition at a secondary school level.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 836 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Exploring High School Transition Programs Relative to Student Coping Resources and Student Success by : Lisa Newcomb Joyner
Download or read book Exploring High School Transition Programs Relative to Student Coping Resources and Student Success written by Lisa Newcomb Joyner and published by . This book was released on 2015 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: Using transition theory, this study explored the influence of high school transition programs relative to coping abilities and student success. Student success was defined as grade point averages, attendance rates, and disciplinary referrals. The study included 194 ninth grade students who participated in one of three transition programs (formal, informal, or no transition program) in high schools within the same school district in the southeast region of the United States. Students' perceptions of their coping resources as defined by Schlossberg's four S's were measured using the modified Transition Guide Questionnaire. Results of the study found no significant differences among the means for GPAs, attendance rates, and disciplinary referrals of ninth grade students who participated in the three types of transition programs. Implications of these results are discussed relative to suggestions for future research efforts and for secondary educators implementing transition programs to improve overall student success for ninth grade students' transitioning to high school.
Book Synopsis The Ninth Grade Opportunity by : Scott Habeeb
Download or read book The Ninth Grade Opportunity written by Scott Habeeb and published by iUniverse. This book was released on 2008-12 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Eighth to Ninth Grade Transition Program Transition to High School Workshop Series for Students by : Carrie A. Medeiros
Download or read book Eighth to Ninth Grade Transition Program Transition to High School Workshop Series for Students written by Carrie A. Medeiros and published by . This book was released on 2006 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Promoting Student Success by : Micah Lonae Smith
Download or read book Promoting Student Success written by Micah Lonae Smith and published by . This book was released on 2018 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this mixed-methods study is to evaluate the impact of Morrison High School’s ninth grade transition program, the Freshman Academy, on student outcomes. Based on the outcomes, decisions will be made to determine if the Freshman Academy is meeting students’ needs or if the program elements need to be revisited to improve student achievement. Participants included teachers, school counselors, and administrators at Morrison High School in southeastern Virginia. The study employed the product component of the CIPP model of program evaluation to guide the data collection and to determine the merit, worth, and significance of the program. Quantitative data were collected using student outcome data based on GPA, attendance rates, number of discipline referrals, pass rates on Virginia Standards of Learning End of Course tests, and credits earned. Qualitative data were collected based on teacher, school counselor, and administrator interviews. Successes and challenges of the program as well as areas of recommended improvement are detailed in this study. Analysis of student outcome data revealed that students participating in the program are consistently meeting the benchmark intended outcomes for attendance, discipline, and credits earned and most students are passing the Algebra I and World Geography SOLs during the last year included in this study. Continuous monitoring and evaluation of the program elements can only assist teams in providing stronger transition programs to help students achieve the intended outcomes. Recommendations for future research and program improvement include collaboration between the Freshman Academy teachers and administrators with the eighth grade teachers and administrators at the feeder middle schools, developing a summer bridge program to target at-risk students, and increasing parental involvement and seeking their feedback on the Freshman Academy.
Book Synopsis Ninth Grade Transition Programs in Virginia by : Daniel Linden Duke
Download or read book Ninth Grade Transition Programs in Virginia written by Daniel Linden Duke and published by . This book was released on 1998 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Senior High School Student Opinions of the Need for a Ninth Grade Academic Transition Program by : James E. Koval
Download or read book Senior High School Student Opinions of the Need for a Ninth Grade Academic Transition Program written by James E. Koval and published by . This book was released on 1988 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the need for an academic transition program at the beginning of the high school experience for 90 to 100 critical - need ninth grade students at North Thurston High School in Lacey, Washington. Opinions of ninth and twelfth grade high school students with a high grade point average and those with a low grade point average were measured to determine the justification for such a program. In order to determine whether or not there were differences of opinions it was necessary to pinpoint the differences between the two groups. A thirty - one item survey utilizing a Likert type scale was developed to assess the opinions of both groups of students. The Likert type scale was chosen because it would be more adequate for the measurement of degrees of opinion concerning topics or issues to be presented to the high school students sampled-in the study. The thirty - one item survey was administered to a ninth grade population of approximately four hundred and twenty-five students and a twelfth grade population of approximately three hundred and fifty students at North Thurston High School. T-scores on the two groups were used to determine if significance existed between the means of the two groups. Factors analysis was then selected to cluster survey items resulting in the formation of ten factors. The utilization of a two by two ANOVA design then determined that significant difference existed in three of the ten factors. On the basis of the data collected it can be concluded that the hypothesis cannot be rejected. The study requires the necessity of an academic entry program for critical - need ninth grade students. The evidence suggests that the middle level block program approach of teachers, administrators, and support staff might be the most appropriate curriculum arrangement. Furthermore, such a curriculum arrangement with need to give attention to the various ways of knowing teenagers and seriously engaging them in school studies, be less restricted /dominated by the textbook, become less fragmented into separated subjects include a study skills program oriented to the unique needs of the critical - need ninth grade students, enlist the involvement of teachers who enjoy teaching ninth graders, and institute an advisor - advisee program in which teachers will fulfill multiple obligations (teacher - counselor - advisor - manager). It can be concluded that critical - need ninth grade students would benefit from such an creative alternative to present high school curriculum organization and insturction.
Book Synopsis The Relationship of Participation in a Summer Transition Program for At-risk Ninth Grade Students and Their Performance in Algebra I by : Jose A. Sanchez
Download or read book The Relationship of Participation in a Summer Transition Program for At-risk Ninth Grade Students and Their Performance in Algebra I written by Jose A. Sanchez and published by . This book was released on 2013 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the Summer Transition Program in a large suburban school district. One of the common concerns of education leaders is the number of students who choose to dropout of high school. The eighth to ninth grade Summer Transition Program has been implemented to address the high school dropout issue and was the focus of this study. The researcher examined if participation in the Summer Transition Program could be predicted by student subgroup, to what extent, if any, participation in the Summer Transition Program had on the academic success in Algebra I, and if there is a relationship with academic success in Algebra I and at-risk factors.
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.].
Download or read book Making the Move written by Osiris Morales and published by . This book was released on 2014 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: The transition from middle school to high school presents many students with challenges that affect their academic performance and overall success in their first year of high school, due to their lack of success; many students become disengaged and eventually drop out of high school before tenth grade. This study researched the major challenges ninth grade students encountered in their transition from middle school to high school, and how those challenges affected their academic performance. The study also investigated how eighth grade teachers prepared students to transition to high school and the kind of support students received in high school from their ninth grade teachers to help them adjust easily to the new environment. This study included three groups of participants: ninth grade students, eighth grade teachers, and ninth grade teachers, all participants responded to a survey created specifically for their group.
