Download or read book A Case Study of a High School Transition Program Into the Ninth Grade written by Jamie Douglas Durant and published by . This book was released on 2009 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation was designed to examine and evaluate the effectiveness of a ninth-grade transition program at a rural high school in central North Carolina. The ninth grade is a pivotal year that determines which students will prevail and which students will fail to finish high school. It is essential that schools put in place components that ease the transition into high school and provide ongoing support. Two measuring instruments were used by the researcher, a two-part student survey, and focus groups involving students in the ninth grade and ninth grade teachers. The data collected from both instruments were tabulated and common themes were identified. Results indicated that the practices in place in their school had a positive impact on student behavior and their attitude towards school. Recommendations for further research include (a) continue with a multi-year study to increase validity and identify trends or patterns; (b) conduct research to determine parental perceptions of the transition process; and (c) involve other high schools in the district to gain additional data to establish significance.

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:

Download or read book Ninth Grade Transitional Program in a Georgia Metro School District written by Samuel David Wilder and published by . This book was released on 2008 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: This study investigated and further documented current perceptions of teachers and the leadership team regarding the implementation of a ninth grade transitional program model from a traditional program model during the 2007-2008 school year. With the constraints under the No Child Left Behind Act, teachers, schools, and school systems are faced with the challenge of supporting students in meeting high academic standards. Further, teachers and administrators are expected to meet this challenge with declining resources. Over the past several years, the metro Georgia high school that is the subject of this study has changed from a small, isolated, suburban high school to a large, highly visible, urban high school. During this time, the high school has experienced substantive administrative, demographic, and physical changes. Prior to 1996, the school administrative team and faculty remained relatively stable. However, since 1996, frequent changes in leadership have occurred, resulting in ongoing, overall transformation and adjustments in school policies, environment, and activities. A qualitative case study was conducted at this high school. It is hoped that the results of this case study will contribute to a greater understanding of the transitional process from a traditional program model to a ninth grade transitional program model. Emphasis in this study was placed on learning about the substantial amount of personal and professional change on the part of the teachers. The researcher conducted a qualitative case study at a local metro Atlanta high school through the distribution of interviews and examinations of artifacts. Findings in the study revealed that teachers had lack of input in decision making, lack of proper training, scheduling conflicts, lack of planning time with teams, and lack of communication with administration team.

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.

Download or read book Cultivating a Successful Transition 0 3 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.

Download or read book Working to Reduce Ninth Grade Failure Rates in Urban School Settings written by Lynnell Theard Gibson and published by . This book was released on 2006 with total page 392 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Case Study of the Effectiveness of a Summer Transition Program for First Time Ninth Grade Students written by Jonathan Scott Wickert and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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.

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.

Download or read book Senior High School Student Opinions of the Need for a Ninth Grade Academic Transition Program written by James E. Koval and published by . This book was released on 1988 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the need for an academic transition program at the beginning of the high school experience for 90 to 100 critical - need ninth grade students at North Thurston High School in Lacey, Washington. Opinions of ninth and twelfth grade high school students with a high grade point average and those with a low grade point average were measured to determine the justification for such a program. In order to determine whether or not there were differences of opinions it was necessary to pinpoint the differences between the two groups. A thirty - one item survey utilizing a Likert type scale was developed to assess the opinions of both groups of students. The Likert type scale was chosen because it would be more adequate for the measurement of degrees of opinion concerning topics or issues to be presented to the high school students sampled-in the study. The thirty - one item survey was administered to a ninth grade population of approximately four hundred and twenty-five students and a twelfth grade population of approximately three hundred and fifty students at North Thurston High School. T-scores on the two groups were used to determine if significance existed between the means of the two groups. Factors analysis was then selected to cluster survey items resulting in the formation of ten factors. The utilization of a two by two ANOVA design then determined that significant difference existed in three of the ten factors. On the basis of the data collected it can be concluded that the hypothesis cannot be rejected. The study requires the necessity of an academic entry program for critical - need ninth grade students. The evidence suggests that the middle level block program approach of teachers, administrators, and support staff might be the most appropriate curriculum arrangement. Furthermore, such a curriculum arrangement with need to give attention to the various ways of knowing teenagers and seriously engaging them in school studies, be less restricted /dominated by the textbook, become less fragmented into separated subjects include a study skills program oriented to the unique needs of the critical - need ninth grade students, enlist the involvement of teachers who enjoy teaching ninth graders, and institute an advisor - advisee program in which teachers will fulfill multiple obligations (teacher - counselor - advisor - manager). It can be concluded that critical - need ninth grade students would benefit from such an creative alternative to present high school curriculum organization and insturction.

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.

Download or read book A Qualitative Case Study of a Transitional Program for Students In Middle School as They Transition to High School written by Patrick Tremayne Moore and published by . This book was released on 2021 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: Every school year, many U.S. students prepare to make the transition from being a middle school student to becoming a high school student. School transitions happen regularly and can be considered predictable. As students transition to high school, there are more challenges such as school work and peer influence. The purpose of this qualitative case study was to explore the perceptions of students who participate in a transition program as they transition from middle school to high school. Also, this study explored the perceptions of teachers who participated in the transition programs. The population of this study consisted of students who were enrolled in a rural school district, which has a total student population of 500, in South Carolina who have participated in a transition program. The sample of this study was purposeful sampling of eight students who have participated in a transition program, as well as a purposeful sample of five staff who have worked with students in the transition program. An overall conclusion of the findings revealed the students enjoyed the transition program as it provided additional resources for students and access to additional clubs that provided structure and the ability to develop connections with peers. The staff found the transitional program beneficial to all students to help improve student success. Recommendations for future research include conducting all interviews in person, interviewing students and staff who have not participated in the transition program, and interviewing principals and superintendents. Program directors' should develop a curriculum plan that students will follow and schools should seek funding to assist with proving transportation to students to attend the transitional program.

Download or read book The Relationship of Participation in a Summer Transition Program for At risk Ninth Grade Students and Their Performance in Algebra I written by Jose A. Sanchez and published by . This book was released on 2013 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the Summer Transition Program in a large suburban school district. One of the common concerns of education leaders is the number of students who choose to dropout of high school. The eighth to ninth grade Summer Transition Program has been implemented to address the high school dropout issue and was the focus of this study. The researcher examined if participation in the Summer Transition Program could be predicted by student subgroup, to what extent, if any, participation in the Summer Transition Program had on the academic success in Algebra I, and if there is a relationship with academic success in Algebra I and at-risk factors.

Download or read book A Case Study of the Impact of High School Interventions for Ninth Graders Academic Performance written by Marisa Calvi-Rogers and published by . This book was released on 2018 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed methods case study examined the effectiveness of a set of ninth grade intervention programs on improving the academic performance of the ninth graders in a single urban high school in Connecticut. The interventions focused on the academic performance of ninth graders, since those who pass all of their courses in their first year have a greater chance of graduating within four years. School improvement/accountability plans include targets for four-year graduation rates as a measurement for this high school. The literature review is categorized into four areas - significance of ninth grade success; peer mentor programs; Response to Intervention (RTI) policies known as Scientific Research Based Interventions (SRBI); and chronic absenteeism. Quantitative data sources included ninth graders who failed one class or more and the number of days absent from school. Within the population of failing ninth graders those who received SRBI interventions, participated in team study halls and/or participated in attendance meetings were also examined. Additional data included surveys and interviews completed by ninth graders, senior peer mentors, and teachers involved with the interventions or who served as club advisors or coaches. The interventions were intended to: (a) reduce the number of failures; (b) to improve attendance; (c) to improve the students' ability to graduate within four years; and (d) to provide ways for ninth graders to feel connected to their high school. The results showed decreases in course failures and an increase in four-year graduation rates. From 2013 to 2017, the percentage of failing freshmen remaining on-track to a four-year graduation rate increased from 0% to 64%. The school-wide interventions, such as the peer mentor program, helped ninth graders to build positive connections with their senior mentors and increased involvement in school activities. Based upon feedback from both the ninth graders and their teachers, the high school experience course was successful in helping students to build individualized career plans. All of the interventions provided opportunities for ninth graders to make important connections and these connections helped the ninth graders to have an easier transition to high school.

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.].

Download or read book Re imagining the High School Experience written by Renato M. Lajara and published by . This book was released on 2017 with total page 75 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to investigate one of the new High School reform initiatives introduced by the School District of Philadelphia (SDP) entitled Supporting the Ninth Grade Transition. The study will analyze the effectiveness of this initiative and inform the wider circle of educators about its impact, specifically related to students’ attendance, credit acquisition, and discipline interventions. Four of the twenty-six comprehensive high schools in SDP were chosen to participate in a pilot program and were provided with additional funds and resources to implement a ninth grade academy. The researcher gathered information on the implementation of the ninth grade academy in order to gain insight into the effectiveness of this innovative program, and to identify components of the program that can be replicated with fidelity in other comprehensive high schools. This information will allow the school district to make a decision on whether to expand their resources to other comprehensive high schools or refine the current resources it has implemented in the first four schools. This quantitative study collected data from the School District of Philadelphia, specifically three out of the four high schools involved in the ninth grade transition academy. The researcher analyzed data for three different metrics - attendance, credit accumulation and suspensions - to determine the initial impact of the ninth grade academy.

Download or read book Ninth Grade Transition Programs written by Jerry E. Bourdeaux and published by . This book was released on 2002 with total page 602 pages. Available in PDF, EPUB and Kindle. Book excerpt: