Impact of a Ninth-Grade Transition Program on Cumulative GPAs and Credits, Ninth-Grade Dropout Rates, and Student Satisfaction

Autor/in	Buhrman, B. R.
Titel	Impact of a Ninth-Grade Transition Program on Cumulative GPAs and Credits, Ninth-Grade Dropout Rates, and Student Satisfaction
Quelle	(2010), (324 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1096-3901-8
Schlagwörter	Hochschulschrift; Dissertation; Experimental Groups; Mathematics Curriculum; Economic Status; Dropout Rate; Social Control; Dropouts; Well Being; Credits; Grade 9; Grade Point Average; Satisfaction; High School Freshmen; Quasiexperimental Design; Control Groups; Transitional Programs; Pretests Posttests; Longitudinal Studies; Surveys + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Soziale Kontrolle; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Well-being; Wellness; Wohlbefinden; School year 09; 9. Schuljahr; Schuljahr 09; Zufriedenheit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung
Abstract	Concerned educators have been implementing ninth-grade transition programs to help freshmen adjust to the demands in high school and to reduce ninth-grade failure rates. The purpose of this quasi-experimental quantitative study was to investigate the impact of a ninth-grade transition program. The research questions addressed impact on cumulative GPAs and credits, ninth-grade dropout rates, and student satisfaction with ninth grade as measured by a survey of 120 ninth-grade transition program participants and 102 nonparticipants. Theoretical foundations were provided by the construction of new knowledge based on different background knowledge, different social conditions, and different life experiences. Another theoretical foundation was social control theory predicting less student delinquency if students have strong bonds with society such as school, family, and peers. After using a posttest-only with nonequivalent control-group design and independent-measures t tests for all hypotheses, results showed that the transition program did not have any effect on dropout rates, student satisfaction, and cumulative credits earned. The program had a negative effect on GPAs, possibly because of an increased margin of error (low return rate of parental consent for participation) and a new math curriculum for the experimental group. Recommendations for future study include conducting a longitudinal study with more participants, adding qualitative aspects, and teaching the same curricula to all study participants. Findings are significant for positive social change because they challenge educators to reexamine transition procedures, implement improved strategies, and review their teaching methods to provide students with the skills required by employers for a successful workforce that will contribute to America's well being and strong economic status in the 21st century. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10