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The Effect Of Optional Summer Transition To High School Program Participation And Required School Year Long Placement On A Core Content Team On Ninth Grade Students At Risk Measured Achievement Engagement And Behavior Outcomes
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Book Synopsis The Effect of Optional Summer Transition to High School Program Participation and Required School Year Long Placement on a Core Content Team on Ninth-grade Students At-risk Measured Achievement, Engagement, and Behavior Outcomes by : Frances K. Pokorski
Download or read book The Effect of Optional Summer Transition to High School Program Participation and Required School Year Long Placement on a Core Content Team on Ninth-grade Students At-risk Measured Achievement, Engagement, and Behavior Outcomes written by Frances K. Pokorski and published by . This book was released on 2011 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship of Participation in a Summer Transition Program for At-risk Ninth Grade Students and Their Progress Towards On-time Graduation by : Tim Harper
Download or read book The Relationship of Participation in a Summer Transition Program for At-risk Ninth Grade Students and Their Progress Towards On-time Graduation written by Tim Harper and published by . This book was released on 2013 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the characteristics and relationships of participants and non-participants of the summer academic program in a local school district. The summer program also includes a component providing support to students as they progress through four years of high school. The study used 5,369 student records to conduct the study of the first cohort of students who entered their ninth grade in the 2009-2010 academic year.
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 School, Family, and Community Partnerships by : Joyce L. Epstein
Download or read book School, Family, and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
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 Effect of a Career, Academic, Personal and Social Growth High School Transition Program Option on 9th-grade Students' Achievement, Behavior, and Engagement by : Tiffanie A. Gauchat
Download or read book Effect of a Career, Academic, Personal and Social Growth High School Transition Program Option on 9th-grade Students' Achievement, Behavior, and Engagement written by Tiffanie A. Gauchat and published by . This book was released on 2010 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Achievement, Engagement, and Behavior Outcomes of At-risk Youth Following Participation in a Required Ninth-grade Academic Support Study Center Program by : Jeffrey P. Wagner
Download or read book Achievement, Engagement, and Behavior Outcomes of At-risk Youth Following Participation in a Required Ninth-grade Academic Support Study Center Program written by Jeffrey P. Wagner and published by . This book was released on 2012 with total page 280 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 Cultivating a Successful Transition 0́3 Impact of a Cohort-style Transition Program on Ninth-grade Students who Have Been Placed At-risk by : Aaron Bradford Archambeau
Download or read book Cultivating a Successful Transition 0́3 Impact of a Cohort-style Transition Program on Ninth-grade Students who Have Been Placed At-risk written by Aaron Bradford Archambeau and published by . This book was released on 2018 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt: This case study analyzed the implementation of a cohort-style transition program aimed at improving the transition to high-school for students who have been placed at-risk by creating a learning environment more conducive to meeting each student's individual needs. Research questions focused on understanding the extent to which the cohort structure impacted the learning environment for students who have been placed at-risk, evaluating the program's impact on attendance, behavior, and academic achievement trends, and identifying how participating in an action research team affects the implementation of an intervention. This study employed action research through the facilitation of focus group sessions, examination of Likert-Scale and open-ended survey questions, and analysis of attendance, behavior, and academic achievement trends. Findings indicate the following: a cohort-style transition program might have a positive impact on the academic components of the learning environment but could lead to a higher frequency of non-academic issues; a cohort-style transition program might have a positive impact on academic achievement and attendance for students who have been placed at-risk; and participating in an action research team may allow team members the ability to identify and employ changes during implementation, resulting in a stronger intervention. Future research studies should consider conducting a longitudinal study, replicating this study while incorporating a student feedback component, and integrating more peer support activities.
Book Synopsis The Effectiveness of a Transition Program on Ninth-grade Students who Were Socially Promoted by : Wanda V. Little
Download or read book The Effectiveness of a Transition Program on Ninth-grade Students who Were Socially Promoted written by Wanda V. Little and published by . This book was released on 2010 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the impact of a newly implemented transition program on the academic achievement of low achieving and socially promoted students in a high school. The intended contribution of this study was to describe any effect the transition program might have towards academic achievement on the English I end-of-course exam and the accumulation of total academic credits to be applied towards promotion into the tenth grade.--The research questions providing a research framework for the study were: How did the target group's academic achievement compare to an earlier group who had been socially promoted but had not participated in the summer transition program? How did the target group perform on the English I end-of-course exam as compared to the Education Value-Added Assessment System prediction? What explanations were there for the performances described in Questions 1 and 2? What attitude changes toward school had students undergone in the year since social promotion? What supports were helpful in effecting academic and attitudinal improvement in the targeted ninth-grade group?--Quantitative data was gathered to answer the first two research questions. EOC scores of the non-transition program group were compared to EOC scores of the transition program group using SPSS to compute central tendency statistics of mean, median, and mode. EVAAS predicted scores of the transition program group were compared to actual achievement scores by computing central tendency statistics of mean, median, and mode using SPSS. Answers to the last three questions were gleaned through student questionnaires (with both a closed-option quantitative section and an open-option qualitative section) and focus group interviews with teachers who had taught in the transition program and students who had participated in the program. Themes from the open-ended questionnaire and the focus groups were elicited through a frequency and strength computation. Responses to the five questions were triangulated to determine the overall effectiveness of the transition program.--Data demonstrated the transition program implemented in this study was an effective one. Student participants were more successful on the English I end-of-course exam than predicted by the EVAAS system, scored at a higher level of achievement than the nonparticipating group of students, as well as accumulated more high school credits necessary for promotion to the tenth grade. Qualitative data demonstrated that student attitudes were changed in a positive manner regarding math and reading skills, organization skills, time-management skills, and decision-making skills.
Book Synopsis Achievement, Engagement, and Behavior Outcomes of Youth at Risk Following a Pre-eighth-grade Summer Academic Enrichment Program and Participation in a School-wide, School Year Long, Ownership, Mastery, and Grading Initiative by : David K. Alati
Download or read book Achievement, Engagement, and Behavior Outcomes of Youth at Risk Following a Pre-eighth-grade Summer Academic Enrichment Program and Participation in a School-wide, School Year Long, Ownership, Mastery, and Grading Initiative written by David K. Alati and published by . This book was released on 2011 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Effects on School Orientations and Achievement in the Transition from Middle to High School by : Mark Berends
Download or read book Effects on School Orientations and Achievement in the Transition from Middle to High School written by Mark Berends and published by . This book was released on 1992 with total page 568 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Supports for High School Success by : Kelly Hallberg
Download or read book Supports for High School Success written by Kelly Hallberg and published by . This book was released on 2011 with total page 9 pages. Available in PDF, EPUB and Kindle. Book excerpt: To provide greater support for students as they transition to ninth grade, the Texas Legislature funded the Texas Ninth Grade Transition and Intervention (TNGTI) grant program. TNGTI grantees implemented a variety of supports to at-risk students transitioning to ninth grade, including a summer transition program, an early warning data system, and research-based interventions targeted to meet student needs. The study examined the effectiveness of the supports schools provide under the TNGTI grant program. Specifically, the study compared the performance of students who participated in the TNGTI summer transition program to similar students who did not participate using a propensity score stratification approach. Students' ninth grade attendance and performance on math and reading Texas Assessment of Knowledge and Skill (TAKS) assessments were the outcomes of interest. In addition, the authors examined the theory that the TNGTI program would improve student academic performance by increasing their ninth grade attendance by examining whether ninth grade attendance was a mediator for academic achievement.
Book Synopsis Student Success in College by : George D. Kuh
Download or read book Student Success in College written by George D. Kuh and published by John Wiley & Sons. This book was released on 2011-01-07 with total page 422 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.
Author :American Institutes for Research (AIR), State and Local Evaluation Center Publisher : ISBN 13 : Total Pages :1 pages Book Rating :4.:/5 (16 download)
Book Synopsis Understanding the Impact of a Ninth-Grade Transition Program in Texas. Vignette by : American Institutes for Research (AIR), State and Local Evaluation Center
Download or read book Understanding the Impact of a Ninth-Grade Transition Program in Texas. Vignette written by American Institutes for Research (AIR), State and Local Evaluation Center and published by . This book was released on 2012 with total page 1 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ninth grade often is considered a make-or-break year in determining whether students will be successful in high school and beyond. The Texas Education Agency (TEA) created the Texas Ninth Grade Transition and Intervention Program to ease the transition of at-risk students into high school and increase the likelihood that they graduate on time and are prepared for college and careers. Prior to rolling out the program statewide, TEA wanted to understand the effect of the program on student achievement. The comprehensive evaluation conducted by American Institutes for Research (AIR) and its partner Gibson Consulting Group found that the program significantly increased the English and mathematics assessment scores of participating students compared to similar students who did not participate in the program. The results of both the summative evaluation and a formative evaluation regarding program implementation provided the Texas Legislature with nuanced contextual information to understand the impact of the program.
