Download or read book Exploring the Effectiveness of a Freshman success Academy Program Through the Perceptions of Educators in an Urban High School written by Michelle Antoinette Pettiford and published by . This book was released on 2020 with total page 342 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to explore the perceptions of educators regarding the effectiveness of an academic success program for ninth- and 10th-grade students who are at-risk males. The term at risk has often been utilized to describe students who have low academic performance as well as social and emotional concerns observed during the transitioning process from middle to high school. The foundation of this study centered on past and current educational initiatives, achievement gaps, and pedagogical and cultural awareness for at-risk minority students as they entered high school. I used a 2-phase process that included the implementation of a questionnaire and one-on-one interviews to collect the perceptions of educators. This methodology allowed educators to provide their perspectives on the effect of a high school academic success program on the academic, social, and behavioral performance of at-risk male students for the past 2 school years. The three key indicators of “making sure that students were on the right track,” “empower students,” and “creating a positive culture” evolved linking into the themes of academic success, building a student support system, teacher effectiveness, student preparation, and building relationships. As a result, positive implications and significances were established from the perspective of the participating stakeholders of the Freshman/Success Academy.
Download or read book Exploring a Rural School District s Freshman Academy Program Through Parent and Staff Member Perspectives written by Dustin G. Morehead and published by . This book was released on 2018 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Continuous Improvement in High Schools written by Martha Abele Mac Iver and published by Harvard Education Press. This book was released on 2022-10-18 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Continuous Improvement in High Schools gives educators and policymakers an accessible, actionable framework to address one of the nation's most important educational priorities: improving high school graduation and postsecondary preparedness rates. Martha Abele Mac Iver and Robert Balfanz, national experts in dropout prevention, apply the Carnegie Foundation’s continuous improvement framework to the issue of student success in high school, starting with the critical ninth-grade year. A proven tool for organizational change, the framework provides a systematic structure for examining the root causes of problems and testing possible solutions. Mac Iver and Balfanz draw on their decades of experience working with educators and their deep knowledge of challenges faced by high schools to customize the framework to the high school context. They model the use of improvement science principles such as establishing practical measures, conducting disciplined inquiry, and accelerating learning through networked communities. With real-world examples and ideas for change, the authors show how attention to five key areas can enrich student educational experience and improve high school outcomes. These areas are early warning and intervention systems; family engagement; students’ sense of connectedness to school; social, emotional, and academic development; and teacher instructional practices. The guidance offered in this useful work will enable educators and their collaborating partners to create their own powerful solutions for student success.
Download or read book The Perception of the Freshman Transition written by Frankie Jo Lizar and published by . This book was released on 2017 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine teacher, student, and parent perceptions of the high school transition program within a Freshman Academy at one Midwest high school using a mixed-methods approach with a convergent design. Interviews were done with teachers that teach primarily freshman students, and perception surveys were used with teachers, students, and parents to answer the following research questions: a) How do freshman teachers believe the Freshman Academy interventions influence students' successful transition into high school? b) What are staff's perceptions of the Freshman Academy in preparing students for success in high school? c) What are students' perceptions of the Freshman Academy in preparing them for success in high school? and, d) What are parents' perceptions of the Freshman Academy in preparing their students for success in high school? The data was used to determine which supports participants believed were most effective in keeping students on track towards graduation at this Midwest high school. Summary statements focused on the importance of positive relationships between students and adults, and recommendations from the study focus on increased community building and building structures for increased student accountability.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Color of Success written by Gilberto Q. Conchas and published by Teachers College Press. This book was released on 2006-01-21 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: Through students' own voices and perspectives, this book reveals how and why some racial minorities achieve academic success, despite limited opportunity. Based on the experiences of Black, Latino, and Vietnamese urban high school students, the author provides a revealing comparative analysis that offers insight into how schools can provide opportunities and safe learning environments where youth acquire real goals, expectations, and tangible pathways for success. Offering alternatives to current practices and structures of inequality that plague educational systems throughout the nation, this sociologically informed book: takes a rare look at urban school success stories, instead of those depicting failure; explores the social processes that enable racial minority youth to escape the unequal structures of urban schooling to perform well in school; and focuses on youth's interpretations and reactions to the schooling process to determine how schools can empower youth and promote the social mobility of low-income urban populations.
Download or read book The Make or Break Year written by Emily Krone Phillips and published by The New Press. This book was released on 2019-01-08 with total page 273 pages. Available in PDF, EPUB and Kindle. Book excerpt: A Washington Post Bestseller An entirely fresh approach to ending the high school dropout crisis is revealed in this groundbreaking chronicle of unprecedented transformation in a city notorious for its "failing schools" In eighth grade, Eric thought he was going places. But by his second semester of freshman year at Hancock High, his D's in Environmental Science and French, plus an F in Mr. Castillo's Honors Algebra class, might have suggested otherwise. Research shows that students with more than one semester F during their freshman year are very unlikely to graduate. If Eric had attended Hancock—or any number of Chicago's public high schools—just a decade earlier, chances are good he would have dropped out. Instead, Hancock's new way of responding to failing grades, missed homework, and other red flags made it possible for Eric to get back on track. The Make-or-Break Year is the largely untold story of how a simple idea—that reorganizing schools to get students through the treacherous transitions of freshman year greatly increases the odds of those students graduating—changed the course of two Chicago high schools, an entire school system, and thousands of lives. Marshaling groundbreaking research on the teenage brain, peer relationships, and academic performance, journalist turned communications expert Emily Krone Phillips details the emergence of Freshman OnTrack, a program-cum-movement that is translating knowledge into action—and revolutionizing how teachers grade, mete out discipline, and provide social, emotional, and academic support to their students. This vivid description of real change in a faulty system will captivate anyone who cares about improving our nation's schools; it will inspire educators and families to reimagine their relationships with students like Eric, and others whose stories affirm the pivotal nature of ninth grade for all young people. In a moment of relentless focus on what doesn't work in education and the public sphere, Phillips's dramatic account examines what does.
Download or read book Failing at School written by Camille A. Farrington and published by Teachers College Press. This book was released on 2014 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: Roughly half of all incoming ninth graders across urban districts will fail classes and drop out of school without a diploma. Failing at School starts with the premise that urban American high schools generate such widespread student failure not because of some fault of the students who attend them but because high schools were designed to stratify achievement and let only the top performers advance to higher levels of education. This design is particularly detrimental for low-income, racial/ethnic minority students. To get different results, Farrington proposes fundamental changes based on what we now know about how students learn, what motivates them to engage in learning, and what kinds of educational systems and structures would best support their learning. “This is a groundbreaking and eye-opening study because it does what few studies of high school truly do: get inside the hearts and minds of teen-agers and show what their experience of school looks and feels like to them. The analysis of students who fail is revealing and powerful. There are poignant and revealing stories of just how a few student mistakes or teacher insensitivities lead to unfortunate and long-lasting results. More importantly, these case studies, their nuances, and their implications take us beyond the clichés and simplistic theories about schools and reform. Most importantly, we read of tangible and intelligent solutions that can be instituted, based on the facts on the ground. I highly recommend this book to everyone interested in getting beyond the typical talking points of school reform.” —Grant Wiggins, Authentic Education “Camille Farrington details how high schools trap students along developmental trajectories distorted by structural factors—resources, values and practices—beyond their control. Grounded firmly in research, she describes a better way forward. This book is an important contribution to the re-visioning of American high schools.” —Ronald F. Ferguson, faculty director, Achievement Gap Initiative, Harvard University "Why is there such a pattern of failure in urban high schools? This is a vital issue for every city in America. Camille Farrington’s analysis of the roots of this problem and suggestions for structural changes to break this cycle is the best I have seen. This book combines research and practitioner wisdom with common sense and heart, and for those of us engaged in this work, presents concrete directions for positive change.” —Ron Berger, chief academic officer, Expeditionary Learning Book Features: Offers concrete strategies for redesigning high schools based on four dimensions of student achievement—structural, academic, developmental, and motivational. Highlights the voices of students to illustrate fundamental problems with the way we currently “do school.” Addresses the new Common Core State Standards and the potential of this major reform effort to move us toward equity and excellence. Camille A. Farrington is a research associate (assistant professor) at The University of Chicago School of Social Service Administration and the Consortium on Chicago School Research and director of curriculum, instruction, and assessment for the Network for College Success.
Download or read book Developing and Sustaining Successful First Year Programs written by Gerald M. Greenfield and published by John Wiley & Sons. This book was released on 2013-07-29 with total page 373 pages. Available in PDF, EPUB and Kindle. Book excerpt: Developing and Sustaining Successful First -Year Programs First-year programs and interventions have become critical launching pads for student success and retention in higher education. However, these programs often flounder not because of what they are trying to do, but because of the ways in which they are implemented. Developing and Sustaining Successful First-Year Programs offers faculty, academic administrators, and student affairs professionals a comprehensive and practical resource that includes step-by-step guidance for developing new first-year programs and enhancing existing programs. The book explores the key elements that contribute to sustained student success and the programs that have the capacity to continue to meet student needs while making the most of scarce resources. The authors show how to create and sustain critical partnerships, put in place the needed organizational structures, and include strategies for developing effective assessments and evaluations. Developing and Sustaining Successful First-Year Programs is filled with illustrative examples and profiles of successful programs from a range of institutions that vary in size, type, selectivity, and culture. Examples of common programs and interventions include summer bridge programs, student orientation, first-year seminars, learning communities, residential programs, developmental education, and many more. Based in scholarly literature, theory, and practice, the book highlights the initiatives that facilitate the transition, learning, development, and success of new college students.
Download or read book Research in Education written by and published by . This book was released on 1972 with total page 1114 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Best Practices from High Performing High Schools written by Kristen C. Wilcox and published by Teachers College Press. This book was released on 2015-04-24 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: In their second collaboration, Wilcox and Angelis tell the stories of high school educators who embody best practices in their day-to-day activitiespractices that consistently lead to higher student academic achievement across the core subjects for all students. This book shares results of a multi-case study of how some high schools consistently deliver better student performance, including improved four-year graduation rates. These schools have learned how to successfully adapt to the climate of increased (and increasing) accountability. Best Practices from High-Performing High Schools is for anyone who strives to ensure that all teens graduate from high school and are ready to succeed in college, in their careers, and in life.
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2002 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Freshman Academy Program Evaluation written by Michelle E. Nicklas and published by . This book was released on 2014 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study performed a program evaluation of the Freshmen Academy at a northeastern suburban high school. Using the Logic Model, this program evaluation determined goals, processes for applying measures for those goals, and a plan to report results to stakeholders. As such, the study addressed five research questions: see APA p. 64 for how to present elements in a series (a) How are Freshmen Academy teachers impacting students? (b) What are student perceptions of Freshmen Academy? (c) What are parent perceptions of Freshmen Academy? (d) How have the academic, behavioral, and retention profiles of students in the Freshmen Academy changed over time? (e) Is grit a character trait of students who experience success in and beyond Freshmen Academy? The study involved interviewing and surveying four interdisciplinary teachers, the overseeing administrator, counselors, parents, past program students, and current students (N = 54) to ascertain levels of program effectiveness and satisfaction. The findings indicate that teacher investments in relationships with both students and parents serve to reverse negative perceptions of school and the school environment. As such, students are more willing to take risks, try harder, and notice their own growth in skills that improve their executive functioning. In addition, parents appreciate being academic and social/emotional partners of a highly communicative team. Furthermore, the data revealed that teachers and the reading specialist have positively impacted academic, behavioral, and retention profiles by closing learning gaps, teaching students executive functioning skills, and improving consistency with work completion. By capitalizing on positive experiences, teachers increased student motivation and intellectual curiosity. By connecting instruction to student interests and present choices to future opportunities, program leaders have made school relevant. To offset challenges at home, teachers and counselors trained students with a growth mindset and increased intrinsic motivation. Program leaders have been able to close vocabulary gaps, offer perspective for social/emotional issues, and improve behavioral issues by increasing student self-confidence. Grit, or resilience, scores tracked to student GPAs as found in Duckworth et al. (2007). The findings underscore the importance of partnering with parents, even with older adolescents. The current study has implications for extending the program's philosophies and practices to the school and district.
Download or read book Race and Public Administration written by Amanda Rutherford and published by Routledge. This book was released on 2020-02-24 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: Issues of race permeate virtually every corner of policy creation and implementation in the United States, yet theoretically driven research on interactions of policy, race, and ethnicity rarely offers practical tools that can be readily applied by current and future civil servants, private contractors, or nonprofit boards. Arguing that scholarship can and should inform practice to address issues of equity in public affairs, rather than overlook, ignore, or deny them, Race and Public Administration offers a much-needed and accessible exploration of current and cutting-edge research on race and policy. This book evaluates what contradictions, unanswered questions, and best (or worst) practices exist in conducting and understanding research that can provide evidence-based policy and management guidance to practitioners in the field. Individual chapters are written by established and emerging scholars and explore a wide range of policy areas, including public education, policing, health and access to healthcare, digital governance, nonprofit diversity, and international contexts. Together, the chapters serve as a link between theoretically informed research in public administration and those students and professionals trained to work in the trenches of public administration. This book is ideally suited as a text for courses in schools of public administration, public policy, or nonprofit management, and is required reading for those actively involved in policy analysis, creation, or evaluation. Chapter 1 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.
Download or read book Exploring the Relationship Between the Freshman Academy Environment and Academic Achievement and Resilience written by Taneesha George and published by . This book was released on 2016 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student success or failure during the transition to high school is an accurate predictor of student success beyond the ninth grade. In an attempt to support students during this transition, many schools across the nation have implemented small learning communities called freshman academies to bridge the apparent gap in achievement between middle and high school. Research has linked freshman academies and ninth grade success in terms of test scores (Styron & Peasant, 2010). There is, however, little empirical research that examines the success of freshman academy students in terms of promoting resilience and other factors during this time of risk. Therefore, this correlational study tested the resilience and stage-environment fit theories by exploring the relationship between student perceptions of the freshman academy environment and student resilience in terms of academic achievement (grade point average), socio-emotional adjustment, and school confidence. Each of the research hypotheses was analyzed using Spearman's rho to relate students' perceptions of the freshman academy to each of the criterion variables. The research failed to reject the first null hypothesis, as there was not a statistically significant correlation between school environment and academic achievement. However, the research rejected the last two null hypotheses, proving that there was in fact a statistically significant correlation between school environment and perceived socio-emotional adjustment and school confidence. The researcher concluded that freshman academy success is linked more to the social aspects of the high school transition than to the academic aspects.
Download or read book Making School Count written by Karen Manheim Teel and published by Psychology Press. This book was released on 2001 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is based on a four year collaborative effort among teachers, university professors and graduate students to promote success among 'low-achieving' African American students.
Download or read book Engaging Schools written by Institute of Medicine and published by National Academies Press. This book was released on 2003-12-21 with total page 303 pages. Available in PDF, EPUB and Kindle. Book excerpt: When it comes to motivating people to learn, disadvantaged urban adolescents are usually perceived as a hard sell. Yet, in a recent MetLife survey, 89 percent of the low-income students claimed "I really want to learn" applied to them. What is it about the school environmentâ€"pedagogy, curriculum, climate, organizationâ€"that encourages or discourages engagement in school activities? How do peers, family, and community affect adolescents' attitudes towards learning? Engaging Schools reviews current research on what shapes adolescents' school engagement and motivation to learnâ€"including new findings on students' sense of belongingâ€"and looks at ways these can be used to reform urban high schools. This book discusses what changes hold the greatest promise for increasing students' motivation to learn in these schools. It looks at various approaches to reform through different methods of instruction and assessment, adjustments in school size, vocational teaching, and other key areas. Examples of innovative schools, classrooms, and out-of-school programs that have proved successful in getting high school kids excited about learning are also included.
