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The Effect Of Grade Span On Ninth Grade Student Retention And A Comparison Of Transition Practices Between Secondary Schools And High Schools
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Book Synopsis The Effect of Grade Span on Ninth Grade Student Retention and a Comparison of Transition Practices Between Secondary Schools and High Schools by : Grace Yu- En Wang
Download or read book The Effect of Grade Span on Ninth Grade Student Retention and a Comparison of Transition Practices Between Secondary Schools and High Schools written by Grace Yu- En Wang and published by . This book was released on 2006 with total page 318 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 2007 with total page 604 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 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 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.
Download or read book Research in Education written by and published by . This book was released on 1971 with total page 1520 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 224 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 The Effect of Elementary and Middle School Grade Span and Transition on Student Achievement and Graduation by : Jeana Conley
Download or read book The Effect of Elementary and Middle School Grade Span and Transition on Student Achievement and Graduation written by Jeana Conley and published by . This book was released on 2016 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: Social factors surrounding critical transition periods, school and class size, and grade configuration at the elementary level greatly impact current and future student performance. The expectation is that all of these factors are standard among schools, but in reality, every school is different; therefore, the potential for inconsistent quality of learning exists. This causal-comparative study explored the difference etween school size, grade span configuration, and transitions associated with a district’s seven elementary feeder schools in a small county in rural Western North Carolina. Differences in student performance, in both reading and math, at the elementary, middle, and high school level, as well as graduation rates, were examined for ties to the identified feeder school. The elements of teacher quality, teacher turnover, and principal turnover were explored as potential variables in student performance. An ex-post facto statistical analysis utilizing t-tests provided an exploration of feeder school characteristics and which feeder schools are more likely to produce successful academic achievement and graduation from high school. The data analysis revealed no statistically significant difference among students who experienced fewer transitions in their school career in regard to reading performance. However, the students who attended a Pre-K through grade eight school had higher mean scores in math than the students who attended a Pre-K through grade five school. Although no statistically significant difference was found between the school configuration and successful graduation, it was noted that students who did not attend any elementary school in the district had a much higher dropout rate.
Book Synopsis Evaluating the Impacts of Structures, Relationships, and Programming on Ninth-grade Transition by : Katilin Marie Levesque
Download or read book Evaluating the Impacts of Structures, Relationships, and Programming on Ninth-grade Transition written by Katilin Marie Levesque and published by . This book was released on 2021 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ninth-grade transition has been an area of interest for many. This is due to the immediate and long-term ramifications that students incur as a result of a proper transition to high school, or lack thereof. While considering the importance of the transition, there are several elements that contribute to positive academic outcomes. For the purpose of this study, the characteristics being considered, were structures, relationships, and programs. Structures includes elements such as the district organization, the building systems and policies, and the daily operations. When discussing relationships, this includes the emphasis that is placed on positive interactions between stakeholders. This includes rapport between students and their peers, parents, staff, and community members. It also encompasses relationships between teachers and their colleagues, as well as their affiliations and involvement with parents and community members. Finally, programs were investigated. This includes preparations at the middle school level, programming that is available at the high school level, and finally, structures that are supportive of the transition at the high school level. This study collected participant information through an electronic survey and was designed to investigate the perceptions of ninth-grade staff members regarding the influence that these three elements have on ninth-grade students. The sample of 47 participants includes administrators, support staff, and teachers who work directly with ninth-grade students. I conducted independent t-tests and one-way ANOVAs to determine statistically significant differences in participant responses participants while considering for demographics. There were three key takeaways from this study regarding factors which positively influence the transition to high school. These elements include creating a developmentally responsive environment for ninth-grade students to develop critical skills for high school success, without penalty or repercussions. This also includes an emphasis on relationships with stakeholders, with the goal of collectively supporting incoming high school students. Finally, the importance of collaborating among stakeholders emerged as a critical element to supporting these relationships, ensuring all stakeholders understood how and when to support their shared ninth-grade students.
Book Synopsis Utilization of peer transition groups to raise ninth grade retention and graduation rates by : Ashleigh Mary Cranson
Download or read book Utilization of peer transition groups to raise ninth grade retention and graduation rates written by Ashleigh Mary Cranson and published by . This book was released on 2014 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research indicated that the transition to high school is very challenging for many students. The research reports that the ninth grade year has more course failures than any other grade and that the students who fail the ninth grade are more likely to drop out of school (Cauley & Jovanovich, 2006; Langenkamp, 2010). The research suggests that having a peer mentoring program within a comprehensive school counseling program can be an effective way to make the transition to high school successful. This project explores the transition from the middle school to high school, the current reviews programs in place that are designed to help students with the transition, and recommends the utilization of a peer transition group intended to make the transition to high school easier for students. The overall intention of the peer transition group is to increase the ninth grade retention rates and increase the graduation rates.
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 Ninth Grade Transition: Practices Used by New York State High School Principals to Support Student Achievement During Ninth Grade by : Dana Boshnack
Download or read book Ninth Grade Transition: Practices Used by New York State High School Principals to Support Student Achievement During Ninth Grade written by Dana Boshnack and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Case Study of a High School Transition Program Into the Ninth Grade by : Jamie Douglas Durant
Download or read book A Case Study of a High School Transition Program Into the Ninth Grade written by Jamie Douglas Durant and published by . This book was released on 2009 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation was designed to examine and evaluate the effectiveness of a ninth-grade transition program at a rural high school in central North Carolina. The ninth grade is a pivotal year that determines which students will prevail and which students will fail to finish high school. It is essential that schools put in place components that ease the transition into high school and provide ongoing support. Two measuring instruments were used by the researcher, a two-part student survey, and focus groups involving students in the ninth grade and ninth grade teachers. The data collected from both instruments were tabulated and common themes were identified. Results indicated that the practices in place in their school had a positive impact on student behavior and their attitude towards school. Recommendations for further research include (a) continue with a multi-year study to increase validity and identify trends or patterns; (b) conduct research to determine parental perceptions of the transition process; and (c) involve other high schools in the district to gain additional data to establish significance.
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.
Download or read book Hidden Risk written by Jenny Nagaoka and published by Consortium on Chicago School Research. This book was released on 2018-10-11 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report builds on prior Consortium research on GPA loss across the transition from eighth to ninth grade. It explores how CPS students' grades declined during the transition to high school in more detail, and considers how both eighth- and ninth-grade grades have changed since the original report was written. It examines GPA declines in arts and PE/health grades, in addition to grades in the core subject areas, and breaks down these declines by race/ethnicity, gender, and eighth-grade achievement, and looks at how these patterns vary across schools. It also explores the relationships between failures in ninth-grade core and non-core courses, credit accumulation, and high school graduation.
Book Synopsis The Effects of the Responsible Discipline and Impact Transition Models on the Behaviors and Attitudes of Ninth Grade Students in a Large Urban High School by : Delores Hicklin Lee
Download or read book The Effects of the Responsible Discipline and Impact Transition Models on the Behaviors and Attitudes of Ninth Grade Students in a Large Urban High School written by Delores Hicklin Lee and published by . This book was released on 2003 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: The researcher's purpose was to determine the effectiveness of the Responsible Discipline and IMPACT transition models on the behaviors and attitudes of ninth grade students in a large urban high school. The researcher addressed the questions: 1) To what extent are behaviors of ninth grade students similar prior to and after participation in the RCM and IMPACT programs? 2) To what extent are attitudes of ninth grade students similar prior to and after participation in the RCM and IMPACT programs? The researcher analyzed how the RCM and IMPACT programs lowered suspensions of ninth grade students. The researcher found that student attitudes about the school, teachers and other students compared positively during the first five-week interval with national and local studies. Of notice are student responses to the first five questions about their feelings about their school, their teachers and their peers. In respect to student suspensions, although data show a decline in the number of student suspensions between year one and two prior to the implementation RCM, ninth grade student suspensions showed a remarkable decrease (83%) from the semester prior to when the RCM program was not used. After review of student response data and the out-of-school suspension data, the researcher concludes that an early intervention program which starts prior to the first day of school for ninth grade students has positive effect on students' attitudes and behaviors.
Book Synopsis Re-imagining the High School Experience by : Renato M. Lajara
Download or read book Re-imagining the High School Experience written by Renato M. Lajara and published by . This book was released on 2017 with total page 75 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to investigate one of the new High School reform initiatives introduced by the School District of Philadelphia (SDP) entitled Supporting the Ninth Grade Transition. The study will analyze the effectiveness of this initiative and inform the wider circle of educators about its impact, specifically related to students’ attendance, credit acquisition, and discipline interventions. Four of the twenty-six comprehensive high schools in SDP were chosen to participate in a pilot program and were provided with additional funds and resources to implement a ninth grade academy. The researcher gathered information on the implementation of the ninth grade academy in order to gain insight into the effectiveness of this innovative program, and to identify components of the program that can be replicated with fidelity in other comprehensive high schools. This information will allow the school district to make a decision on whether to expand their resources to other comprehensive high schools or refine the current resources it has implemented in the first four schools. This quantitative study collected data from the School District of Philadelphia, specifically three out of the four high schools involved in the ninth grade transition academy. The researcher analyzed data for three different metrics - attendance, credit accumulation and suspensions - to determine the initial impact of the ninth grade academy.
