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What Effect Does A Freshman Transition Program Have On Attendance Discipline And Grades For Ninth Grade Students At A Rural Midwestern High School
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Book Synopsis What Effect Does a Freshman Transition Program Have on Attendance, Discipline, and Grades for Ninth Grade Students at a Rural Midwestern High School? by :
Download or read book What Effect Does a Freshman Transition Program Have on Attendance, Discipline, and Grades for Ninth Grade Students at a Rural Midwestern High School? written by and published by . This book was released on 2015 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Freshmen First written by Troy N. Wright and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the effect of a freshmen transition program on student success. Success was measured by achievement in test scores and grades, retention, attendance, and discipline. This study also examined the differential effects of student outcomes by student characteristics to include, sex, race, previous middle school, economic status, disability status, and proficiency in English. There were no significant differences between participant and control groups in the bivariate analysis. There were limited findings when considering students characteristics. There were main effects on Earth Science and World Geography test scores when previous middle school was held as a constant, and there was a main effect on the Earth Science test when disability status was held as a constant. There were two interaction effects. One of these was a negative effect in which males in the participant group actually scored worse on the Algebra I SOL score than did males in the control group. The other interaction effect was that black students in the participant group had fewer disciplinary incidents than did black students in the control group.
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 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 The Impact of a Freshman Academy on High School Transition by : Sherry Grier Veasey
Download or read book The Impact of a Freshman Academy on High School Transition written by Sherry Grier Veasey and published by . This book was released on 2011 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation was designed to identify and describe the impact a freshman academy has on high school transition for ninth-grade students at a rural high school in western North Carolina. This case study investigated the problems ninth graders encounter as they transition from middle school to high school. The study examined student achievement, student attendance, and the graduation rate in an effort to determine whether a freshman academy at the high school helped students transition successfully. -- The transition to high school may be difficult for some students because of the countless changes they are experiencing as adolescents. The high school in this study was located in a rural western town in North Carolina and identified the ninth-grade class as the class with the most struggling students. In an effort to help students transition successfully to high school, a freshman academy was implemented. -- This qualitative study consisted of interviews with the principal, assistant principal, guidance counselor, and teachers in the freshman academy. Additional data was collected from high school principals in the district with freshman academies to determine strategies implemented for freshman academies in the school district. Focus group interviews were conducted with teachers in the academy. A central office person was also interviewed. A survey was conducted with teachers to ascertain their perceptions of the freshman academy since the implementation. -- Interview data was collected, transcribed, analyzed, and reported in a narrative format according to themes and research questions. Survey data was collected, analyzed, and reported in a frequency table. Data from interviews, archival data, and the survey were triangulated to validate the findings for the study. -- An analysis of the data revealed the freshman academy at the high school did not impact student achievement, student attendance, or the graduation rate. The data did reveal there was an impact on student motivation, students' attitudes toward school, and the school culture. Students participated in the learning process by interacting with their peers. Teachers used various instructional strategies including technology to help motivate students. Students enjoyed positive relationships with their teachers. School-wide expectations and teacher collaboration contributed to the culture of the school.
Book Synopsis 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 Impact of Link Crew on Attendance, Discipline, and Course Completion for Ninth Grade Students by : Judith L. Berryman
Download or read book Impact of Link Crew on Attendance, Discipline, and Course Completion for Ninth Grade Students written by Judith L. Berryman and published by . This book was released on 2015 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to determine the effectiveness of the Link Crew transition program on attendance rates, number of discipline referrals, and the number of core course failures for freshmen students in one suburban high school in south central Pennsylvania which implemented the Link Crew transition program beginning the school year 2011-2012. The study compared student data the year prior to implementation of the Link Crew transition program and student data from the most recent school year, 2013-2014, for which student data was available for students who participated in the Link Crew transition program. Findings from an independent two sample z-test revealed no significant difference between two sample groups of students with relation to the attendance rate and discipline referrals. However, the test revealed a significant difference between the two groups of students with relation to the proportion of failures. In 2013-2014 the proportion of failures was greater than in school year 2010-2011, illustrating a significant difference in the direction opposite than expected.
Book Synopsis Examining Relationships Between Participation in a Freshman Transition Program and Persistence to High School Graduation by : Kade Allen Griffin
Download or read book Examining Relationships Between Participation in a Freshman Transition Program and Persistence to High School Graduation written by Kade Allen Griffin and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: With the increased level of accountability now dominating education in America, administrators are constantly on the lookout for ways to improve their schools. One area of interest is the correlation between success in the ninth grade and long-term high school success. To help achieve ninth grade year success, many school have turned towards freshman transition programs. The purpose of this study was to examine whether a relationship existed between students participating in a comprehensive freshman transition program and higher persistence in high school graduation. This study examined cohorts of students who completed a comprehensive transition program, and their graduation status after four years of high school. Four-year cohort graduation status was collected for the two graduating classes before the implementation of the transition program, and for the following three years after implementation of the transition program. This data was compared using a chi-square to test for significance. The results of this study found a significant relationship between participating in the transition program and increased persistence to high school graduation.
Book Synopsis Administrators', Counselors', and Teachers' Opinions Regarding the Impact of Freshman Academies, Schools Within Schools, and Ninth Grade Schools, as it Relates to Effective Transitioning by : Robyn Suzanne Killebrew
Download or read book Administrators', Counselors', and Teachers' Opinions Regarding the Impact of Freshman Academies, Schools Within Schools, and Ninth Grade Schools, as it Relates to Effective Transitioning written by Robyn Suzanne Killebrew and published by . This book was released on 2016 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine whether administrators, counselors, and teachers believe that implementing freshman academies, schools-within-schools, and ninth grade schools is an effective way to transition ninth graders into high school. This study included an introduction and a review of literature that discussed the following: adolescent years, transition from 8th to 9th grade, drop-out prevention, school reform in secondary education, professional learning communities, the freshman academy, and a conclusion. This study was also comprised with a methodology section, research results, conclusions, recommendations for policy makers and practitioners, and recommendations for future research. The questionnaire for this study was developed by the researcher. The questionnaire focused on the areas of demographics, academics, attendance, discipline, school culture, transitioning, socio-economic status, and instructional staff. Data was collected from seven different schools in Mississippi who currently house freshman academies, school-within-schools, and ninth grade schools. A total of 85 questionnaires were completed with 10 of those being administrators, 12 being counselors, and 63 comprised of teachers. This study specifically examined administrators', counselors', and teachers' opinions regarding the impact freshman academies, schools-within-schools, and ninth grade schools as it relates to effective transitioning. Results illustrated that there was a significant difference in the opinions of administrators, counselors, and teachers in the areas of academic performance, reduced discipline referrals, school culture, transitioning from eighth to ninth grade, and the morale on the staff of the school. However, this study yielded a non-significant relationship among the opinions of administrators, counselors, and teachers concerning the implementation of a freshmen academy on the drop-out rate and improving students from a low socio-economic class. Policymakers and practitioners were encouraged to look at freshman data, collaborate with middle school and high school teachers, and place their best teachers in the ninth grade to ensure a smooth transition for all freshmen. --Page ii.
Book Synopsis A Description of Strategies Used in Freshman Transition Programs that are Perceived to Impact Student Attendance, Behavior, and Academic Achievement by : Andrea Lee Foggie
Download or read book A Description of Strategies Used in Freshman Transition Programs that are Perceived to Impact Student Attendance, Behavior, and Academic Achievement written by Andrea Lee Foggie and published by . This book was released on 2020 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many researchers focus on the structure of small learning communities called “freshman academies” to identify transition strategies that impact student attendance, behavior, and academic achievement. The purpose of this study was to identify the freshman transition strategies high school and feeder middle school administrators perceive impact student attendance, behavior, and academic achievement. Identifying the perceived transition strategies from high school administrators and feeder middle school administrators could inform districts of the research foundation and professional development needed for the implementation of impactful transition strategies to help all students successfully transition from middle to high school. This study explored transition problems from middle to high school; essential components related to attendance, behavior, and academic achievement; and successful transition programs. Qualitative data were collected from face-to-face interviews using open-ended questions and were analyzed by the researcher to identify emerging themes. Several themes emerged from the data that helped identify the transition strategies high school and feeder middle school administrators perceived impact student attendance, behavior, and academic achievement. The study provided a connection between related literature and the study’s findings. The study’s findings indicated that high school administrators perceived summer transition camps, clear and consistent communication, and providing students with support from trusted adults impact student transition related to student attendance, behavior, and academic achievement. Middle school administrators perceived having advisory to communicate expectations, positive reinforcement, and strong instruction prepares students for the transition from middle to high school.
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 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 Impact of Freshman Transition Interventions on Ninth Grade Academic Achievement by : Emily Spake Brown
Download or read book Impact of Freshman Transition Interventions on Ninth Grade Academic Achievement written by Emily Spake Brown and published by . This book was released on 2010 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the impact of various freshman transition interventions on student academic achievement. Specifically, this study aimed to measure academic success by focusing upon ninth grade End of Course Test (EOCT) scores. The data were collected using a researcher-developed survey. After securing permission from all superintendents, the survey was electronically mailed to all high school principals within the state of Georgia. Among participating systems, the survey response rate was 78.4 percent. Based upon expert opinion, the twenty individual intervention items were categorized into three domains. The domain data were analyzed using analysis of variance (ANOVA). The researcher also ran correlative analysis. The results of this study indicated that no statistical significance existed regarding the implementation of freshman transition interventions and ninth grade EOCT scores. These results have probable implications for public school systems within the state of Georgia as how to best design the most effective programming for incoming ninth graders. Additionally, this information can assist educators, both at the district and state level, in designing the most effective and cost-effective strategies for transition intervention.
Book Synopsis The Effects of a Transition Program for Students in Ninth Grade in a Rural North Carolina High School by : Gerri Penley Martin
Download or read book The Effects of a Transition Program for Students in Ninth Grade in a Rural North Carolina High School written by Gerri Penley Martin and published by . This book was released on 2004 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Perceptions of Teachers and Former Students of a Ninth Grade Transition Program's Impact on Academic Achievement, Attendance, and Self-efficacy in an Urban Setting by : Aliya Ali Covington
Download or read book Perceptions of Teachers and Former Students of a Ninth Grade Transition Program's Impact on Academic Achievement, Attendance, and Self-efficacy in an Urban Setting written by Aliya Ali Covington and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Evaluation of a Ninth Grade Transition Program For At-Risk Students by :
Download or read book Evaluation of a Ninth Grade Transition Program For At-Risk Students written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Researchers have identified the transition from middle to high school as a critical point in teenagersâ educational development. Despite sweeping educational reforms, many students are leaving high school without graduating. Local school districts are struggling to redesign high schools to provide the educational programs necessary for at-risk studentsâ success. Creating smaller learning communities and developing transition programs have shown success in addressing these problems. Sustained research shows promise in minimizing the effects of the transition process and adds to the body of knowledge. A case study approach using archival data was used to explore the differences in three Bearcat âPRIDEâ treatment groups and their 8th (pre-treatment) and 9th (post-treatment) grade measures. Results of this study suggested students who participated in the Bearcat âPRIDEâ program showed greater success in academic performance, reduced disciplinary actions, increased school attendance, and participation in extra-curricular activities of their 8th (pre-treatment) and 9th (post-treatment) grade measures.
