Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
The Effect Of A Ninth Grade Academy On The Achievement Attendance And Promotion Rate Of First Time Ninth Grade Students
Download The Effect Of A Ninth Grade Academy On The Achievement Attendance And Promotion Rate Of First Time Ninth Grade Students full books in PDF, epub, and Kindle. Read online The Effect Of A Ninth Grade Academy On The Achievement Attendance And Promotion Rate Of First Time Ninth Grade Students ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
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 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 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 Context, Components, and Initial Impacts on Ninth-Grade Students? by : James J. Kemple
Download or read book Context, Components, and Initial Impacts on Ninth-Grade Students? written by James J. Kemple and published by . This book was released on 2004 with total page 165 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Talent Development High School model is an education reform initiative that aims to improve the academic achievement of students in large, nonselective, comprehensive high schools. In operation at 33 high schools in 12 states across the country, the approach encompasses five main features: (1) small learning communities, organized around interdisciplinary teacher teams that share the same students and have common daily planning time; (2) curricula leading to advanced English and mathematics coursework; (3) academic extra-help sessions; (4) staff professional development strategies; and (5) parent- and community-involvement in activities that foster students? career and college development. This report describes the context in which Talent Development operates, details the model?s components, and documents its implementation in five high schools in a large, urban school district. It presents findings on Talent Development?s effects on student achievement during the first three years of program operation, focusing on impacts for ninth-graders. The analysis is based on an innovative quasi-experimental research methodology. The high schools in the study are characterized by low student engagement, poor prior preparation among entering ninth-graders, low ninth-grade promotion rates, and continued problems in the upper grades. Each Talent Development high school focused its initial implementation on the ninth grade by creating small learning communities, enacting curricular reforms, and providing professional development for teachers. The implementation process was supported by a team of Talent Development organizational facilitators and coaches. For first-time ninth-grade students, Talent Development produced substantial gains in academic course credits and promotion rates and modest improvements in attendance. The percentage of ninth-graders completing a core academic curriculum increased from 43 percent on average before the implementation of Talent Developere times the level of increase in similar schools in the district. Promotion rates in the Talent Development schools increased by just over 6 percentage points, while they fell by 4 percentage points in the comparison schools. Improvements in ninth-grade course credits earned, promotion, and attendance were strongest in the first three schools to begin using Talent Development, and these schools sustained improvements into the second and third years of implementation. (Contains 4 boxes, 7 tables, & 2 figures.).
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 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 Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 700 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 Correlation Between Ninth Grade Academies in Comprehensive High Schools and Student Performance by : Fateama S. Fulmore
Download or read book The Correlation Between Ninth Grade Academies in Comprehensive High Schools and Student Performance written by Fateama S. Fulmore and published by . This book was released on 2020 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ninth Grade Academies have been implemented in urban school districts across the United States to mitigate ongoing challenges with the ninth grade transition to high school. Research has unequivocally portrayed ninth grade as the most significant grade to the successful completion of high school. Historically, educational discourse about high schools has focused on alarming high school dropout rates and retentions in the ninth grade. However, an evolving body of research that suggests a strategic approach to the ninth grade transition, such as ninth grade academies, results in promising academic and behavioral student outcomes. This quantitative causal comparative study examined the correlation between ninth grade academies in the School District of Philadelphia’s comprehensive high schools and first-time ninth-grade student performance (as measured by the on-track rate, 95%+ attendance rate, and zero out-of-school suspension rate). This study further assessed whether students in comprehensive high schools with ninth grade academies showed a statistically significant difference in performance compared to students in high schools without ninth grade academies. The study sample population consisted of N=8; four comprehensive high schools and four special admission high schools across three different student cohorts and a total of 1,763 students from the 2015-2016 and 2016-2017 school years. Quantitative analysis of the descriptive and inferential statistics indicated no statistically significant relationship between ninth grade academies and student performance.
Book Synopsis The Efficacy of Implementing a Ninth Grade Academy Utilizing a Modified A/B Block Schedule by : Gregory Scott Kelley
Download or read book The Efficacy of Implementing a Ninth Grade Academy Utilizing a Modified A/B Block Schedule written by Gregory Scott Kelley and published by . This book was released on 2008 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Ninth Grade Opportunity by : Alan Seibert
Download or read book The Ninth Grade Opportunity written by Alan Seibert and published by iUniverse. This book was released on 2009-01-07 with total page 116 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 Brookings Papers on Education Policy: 2002 by : Diane Ravitch
Download or read book Brookings Papers on Education Policy: 2002 written by Diane Ravitch and published by Brookings Institution Press. This book was released on 2010-12-01 with total page 402 pages. Available in PDF, EPUB and Kindle. Book excerpt: Published annually, Brookings Papers on Education Policy (BPEP) analyzes policies intended to improve student performance. In each volume, some of the best-informed analysts in various disciplines review the current situation in education and consider programs for reform. In this fifth annual issue of the series, prominent educators and other social scientists discuss accountability and its consequences for students. Contents include: ¡°Grade Retention and Social Promotion in Texas, 1994-99¡± A. Gary Dworkin, Jon Lorence, Laurence Toenjes, and Antwanette Hill (University of Houston) ¡°Reform, Resistance... Retreat? The Predictable Policies of Accountability in Virginia¡± Frederick Hess (University of Virginia) ¡°School Accountability in California: An Early Evaluation¡± Julian Betts (UC San Diego and Public Policy Institute of California) and Anne Danenberg (Public Policy Institute of California) ¡°Standards and Accountability in Washington State¡± (Paul Hill and Robin Lake (University of Washington) ¡°Volatility in School Test Scores: Implications for Test-Based Accountability Systems¡± Tom Kane (Kennedy School of Government, Harvard University) and Douglas O Staiger (Dartmouth College) ¡°Building a High-Quality Assessment Program: The Philadelphia Example¡± Andy Porter (Wisconsin Center for Education and Research) and Mitchell Chester (Philadelphia School System) ¡°Accountability in Chicago¡± Alfred Hess (Northwestern University)
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 Professional School Counseling by : Rosemary Thompson
Download or read book Professional School Counseling written by Rosemary Thompson and published by Taylor & Francis. This book was released on 2012-04-27 with total page 590 pages. Available in PDF, EPUB and Kindle. Book excerpt: Today’s children and adolescents are constantly facing new and unique challenges, and school counselors must respond to this by expanding their role and function within the schools. This revised and expanded edition of Thompson’s important text explores these issues, as well as the necessary steps school counselors need to take in order to adapt and effectively deal with them. Thompson advocates for the need for standards-based school counseling, outlining the framework and benefits of the ASCA National Model® and comprehensive guidance and counseling programs. She addresses the newest research in implementing evidence-based practices; the mental health issues that may be faced by children and adolescents; consulting with teachers, parents, administrators, and the community; and crisis intervention and management. New to this edition are chapters that focus on minority and disenfracnshised students and emphasize the need for school counselors to be able to advocate, coordinate, and collaborate on services for these students and their families. This is an essential resource for every school counselor in a time when the profession is becoming increasingly important.
Book Synopsis School Achievement and Failure: Prevention and Intervention Strategies by : Edgar Galindo
Download or read book School Achievement and Failure: Prevention and Intervention Strategies written by Edgar Galindo and published by Frontiers Media SA. This book was released on 2022-11-25 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Impact of a Ninth Grade Academy on Student Achievement by : Marianne Lynn Maki
Download or read book Impact of a Ninth Grade Academy on Student Achievement written by Marianne Lynn Maki and published by . This book was released on 2011 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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.
