A Comparative Study of Academic Achievement and Participation in a High School Freshman Academy

Autor/in	Seng, Mark Patrick
Titel	A Comparative Study of Academic Achievement and Participation in a High School Freshman Academy
Quelle	(2014), (179 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Liberty University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3038-7081-1
Schlagwörter	Hochschulschrift; Dissertation; Comparative Analysis; Academic Achievement; High School Freshmen; Transitional Programs; Grade 9; Dropout Rate; Correlation; Experimental Groups; Control Groups; Student Promotion; Scores; Reading Instruction; Statistical Analysis; Criterion Referenced Tests; Georgia; Georgia Criterion Referenced Tests + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulleistung; School year 09; 9. Schuljahr; Schuljahr 09; Korrelation; Support of studies; Studienförderung; Leseunterricht; Statistische Analyse
Abstract	The transition to high school can be problematic for many ninth graders. Researchers and administrators have sought ways to improve academic performance and promotion rates while reducing dropout rates. A quantitative causal-comparative (ex post facto) and correlation study using a two-group design compared two freshman classes at separate comprehensive high schools in suburban Georgia. The treatment group, the freshman class implementing the freshman academy model, was compared to the control group, a traditional high school freshman class with no freshman academy. This study provides new research findings on the relationship and possible cause and effect a freshman academy may have on the ninth grade Literature/Composition End of Course Test (EOCT) scores when controlling for the eighth grade Reading Criterion Referenced Competency Test (CRCT) scores and the eighth grade English/Language Arts CRCT scores. Evidence was found to suggest that participation in a freshman academy can improve the probability that a student will be promoted from ninth to tenth grade on-time. No other significant differences were found when looking at the dropout rate, graduation rate, and grade point averages at the end of the ninth grade year. When controlling for eighth grade Reading CRCT and eighth grade English/Language Arts CRCT scores, there was no significant difference in ninth grade Literature/Composition End of Course Test (EOCT) scores between the two groups. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01