The Effects of the Freshman Academy on Ringgold High School PDF Download

Author: Earl Lamar Brown
Publisher:
ISBN:
Category : Ninth grade (Education)
Languages : en
Pages : 124

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Author: Ronnie L. Mincey
Publisher:
ISBN:
Category :
Languages : en
Pages : 142

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This dissertation examined student academic achievement, attendance, and disciplinary data for a rural high school in upper East Tennessee for academic school years 2009-2010 and 2010-2011. The purpose was to determine the changes in student academic achievement, attendance, and discipline attributed to the establishment by district and school administration of a freshman academy within the focus school during 2010-2011. This quantitative, causal-comparative, ex post facto study utilized a posttest only, control group design to compare two consecutive freshman classes with similar demographics enrolled at the subject school. The 2010 class served as the control cohort who did not participate in the freshman academy. The 2011 class, the inaugural class of the focus school freshman academy, was the experimental treatment cohort. Study results found no significant differences in student academic achievement as measured by state mandated, standardized End-of-Course tests for English I and Algebra I. There were statistically significant increases in attendance for the treatment cohort whole group and male subgroup. There were also statistically significant increases in the number of discipline infractions for the treatment cohort whole group and the male, female, and economically disadvantaged subgroups.

Author: Sherry Grier Veasey
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 248

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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.

Author: Wendy B. McClain
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 10

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Author: Charles E. Wadlington
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 56

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Author: Shellaine Lynn Springer Schwatken
Publisher:
ISBN:
Category :
Languages : en
Pages : 446

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Author: Ulrica Paremore Jackson
Publisher:
ISBN:
Category :
Languages : en
Pages : 134

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Author: Kimberly Mann Fraker
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 230

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Author: Greg Broadbent
Publisher:
ISBN:
Category : Education, Secondary
Languages : en
Pages : 21

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This study was competed to find if there is a significant difference in the impact that the use of a Freshman Academy has on the outcomes of each gender. The use of the Freshman Academy was meant to help at risk students to gain a better chance at getting back on grade level and back on track academically. Findings of this study show that in the thirty-eight students that were enrolled in the Freshman Academy at the high school only fifteen percent of students showed an increase in their grade from Freshman Academy English to English Language Arts II. Within that percentage there is a disparity between the amount of growth between girls and boys. Girls grew at seven percent while boys had a growth rate of eight percent. The growth percentage is very close, however the maintaining the passing grade is where you see the larges difference between the two genders. Girls maintained their grade between Freshman Academy English and English Language Arts II at a thirty-four percent, while the boys managed only four percent. It is clear that there is a difference between the effectiveness of the Freshman Academy when it comes to gender. Girls are maintaining, and improving their grades at a better percentage than boys.

Author:
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Category :
Languages : en
Pages :

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The purpose of this study was to determine whether or not a significant relationship exists between the implementation of the Morristown-Hamblen High School East (MHHSE) Freshman Academy, student academic achievement, and the high school graduation rate at MHHSE. The testing variables included GPA, attendance, number of core course failures, number of discipline referrals, English I End-of-Course test scores, and graduation rate. Grouping variables included 8th grade (pretreatment) and 9th grade (posttreatment) groups, preacademy and postacademy groups, socioeconomic status, and gender. Ten faculty members of the MHHSE Freshman Academy were interviewed to ascertain their perceptions about the smaller learning community concept. The population of the study was limited to students enrolled in the MHHSE Freshman Academy (2004-2008) and students enrolled at MHHSE 2 years prior to the implementation of the academy (2002-2004). Paired-samples t-tests were used to make comparisons between the same students on 8th grade (pretreatment) and 9th grade (posttreatment) measures. Independentsamples t-tests were used to make additional comparisons between different groups of students categorized according to socioeconomic status and gender, as well as preacademy and postacademy groups. Based on the findings of this study, it was concluded that the 9th grade transition year is a very difficult year for most students. Male students and those classified as economically disadvantaged develop additional risk factors during their freshmen year that might identify them as potential dropouts. The MHHSE Freshman Academy has had a positive effect on student academic performance and conduct as measured by the data analyses and teacher opinions.