Download or read book Student s Perspectives on Whether Participation in a Ninth Grade Academy Can Have an Effect on Student Success written by Joseph J. Child and published by . This book was released on 2011 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teacher Perspectives of Student Readiness for Success in Ninth Grade written by Carrie Emma Thorpe and published by . This book was released on 2014 with total page 107 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to discover if the perceptions of 8th and 9th grade core teachers concerning the impact of the 8th to 9th grade student transition align with actual student success in ninth grade. Nineteen core subject teachers participated, 7 eighth grade teachers, and 12 ninth grade teachers, from 2 school districts in southeastern Pennsylvania participated in the study. The researcher examined the responses of the 19 participants who completed an online survey and also interviewed one 8th grade teacher and two ninth grade teachers. Results of the study indicate that in the 2 participating school districts, both 8th and 9th grade teachers believe critical thinking, creativity, problem solving, communication, and strong study skills to be the most significant factors that contribute to academic and social success in ninth grade. It was also found that both 8th and 9th grade teachers believe it is important for 8th and 9th grade teachers to view the 8th to 9th grade transition in a similar manner. Open-ended responses revealed that 9th grade teachers believe their current transition practices to be inadequate and 8th grade teachers believe there is a lack of communication between the 8th and 9th grade teaching staff. Although most 8th and 9th grade teachers believed that 9th grade students lacked academic skills necessary for success, an analysis of 9th grade student academic performance data for the 2011-2012, 2012-2013 school years, as well as the first marking period of the 2013-2014 school year, indicate that student academic performance is very strong.

Download or read book A Ninth Grade Academy and the Relationship Among Participating Students Their Behavior Referrals and the Effects of Leadership Practices on Academic Achievement written by James V. Short and published by . This book was released on 2016 with total page 112 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 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 Teacher Perceptions of the Effectiveness of a Ninth Grade Academy on Supporting Students Through the Transition Into High School written by Amber L. Gentile and published by . This book was released on 2011 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative case study examined teachers' perceptions of the effectiveness of a ninth grade academy on supporting students through their transition into high school. Three research questions guided the study: (a) What are teachers' perceptions of the characteristics of the ninth grade academy? (b) What are teachers' perceptions of the effectiveness of the ninth grade academy? (c) What aspects of the students' transition into high school do teachers perceive to have been impacted by the ninth grade academy? Researcher-designed surveys and interviews were completed by teachers from a suburban high school in southeastern Pennsylvania. Data analysis indicated that the majority of teachers perceived the academy to be effective in supporting students. Teacher-student relationships and teacher collaboration were perceived as being the most effective components. The areas perceived by the most participants as having been positively affected by the ninth grade academy included: participation in class, interactions among teachers and students, understanding of the relationship between classroom performance and success in school, organizational skills, use of goals, and research skills. The aspects of the students' transition perceived by the most teachers as having been positively impacted by the ninth grade academy were students' academic achievement, the overall transition from middle school to high school, students' self-confidence, and students' relationships with adults.

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 Confronting Challenges and Engaging Success Ninth grade Academies written by Yolonda L. Sneed and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Background: Too many freshman students struggle during their first year in high school, which can result in their dropping out of school. Ninth grade academies, in which ninth grade students are clustered together for one year, have been one way high schools have sought to support students’ success. Purpose: The purpose of this quantitative mean comparison study was to compare academic achievement at one high school with a ninth-grade academy to a similar school in the same district that does not have a ninth grade academy. Methods: The study used a series of independent samples t test to compare ninth grade students’ average test scores for Algebra I, Biology I, and English I between the two similar campuses over the span of five years. Findings: The schools had similar performance in Algebra for all five years. In Biology, the school with the ninth grade academy outperformed the traditional high school all five years and significantly outperformed the traditional high school in four out of the five years. In English I, the school with the ninth grade academy significantly outperformed the traditional high school all five years since 2013. There was a trend of steady increases over the five-year period, but no increasing in the difference in the scale scores between the two schools for English I. Conclusion: There were significant differences in the mean scores between the two schools over a five year period with the school that implemented the ninth grade academy scoring higher in most years, for most of the subjects. However, the data suggest that the extent to which the ninth grade academy impacted scores on state testing was moderate. The gap in performance between the two schools remained unchanged over a five-year period.

Download or read book A Study of Relationships Between Participation in Ninth Grade Centers and Student Achievement by written by Charles J. Ned and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: In an era where ninth grade is the most populated grade level, and studies show that more students drop out in ninth grade than any other grade level, there was a need to review research to determine if ninth grade centers have a significant impact on student achievement. Statistics show, and researchers agree, that a student's attendance and academic success in his or her ninth grade year can determine, and even predict, whether the student remains on track to graduate high school in four years. The purpose of this quantitative study was to determine if relationships exist between participation in ninth grade centers and student achievement, as measured by retention rates, standardized test scores, attendance rates, and dropout rates. The data used in this study came from 132 traditional high schools and 10 stand-alone ninth grade centers within the Greater Houston area or Region 4, which encompass 53 school districts covering 7 counties. The Region 4 students come from a number of diverse backgrounds. The overall racial composition is 43% Hispanic, 29% Caucasian, 22% African American, 6% Asian, and 0.2% Native American, although these ratios vary widely between school districts. About 75% of students from Region 4 come from economically disadvantaged families and 19% have limited English proficiency. Pearson's chi-squared test of homogeneity of proportions was used to identify any differences between the variables under analysis. The results of the data analysis revealed there was a significant difference between the ninth grade center group, those separated from other grade levels and housed at a stand-alone campus, and the Region 4 group of ninth graders, those housed in a traditional 9th-12th grade setting, in their dropout rates and student performance on standardized tests. The Region 4 group of ninth graders had significantly higher attendance rates when compared to that of the ninth grade center group. The data results also revealed that there were no significant differences between these groups when analyzing retention rates. The results of this study may provide more insight into strategies and interventions educators may use to improve ninth grade student performance and the organizational design that will benefit students the most.

Download or read book The Effect of a Ninth Grade Academy on the Achievement Attendance and Promotion Rate of First time Ninth Grade Students written by Alicia M. Torres and published by . This book was released on 2004 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effect of a Ninth Grade Academy on the Achievement Attendance and Retention Rate of Mainstreamed Learning Disabled First time Hispanic Freshman Students written by Grace V. Ruiz and published by . This book was released on 2005 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effect of Georgia Ninth Grade Academies on End of Course Test Scores Graduation Rate and Attendance written by Andrea Irvin and published by . This book was released on 2013 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative causal-comparative study was to explore the effect of Ninth Grade Academies as Small Learning Communities as an approach to further student success in comparison to Traditional Comprehensive High School structures in the state of Georgia. This study sought to determine if students who attended a Ninth Grade Academy as a Small Learning Community during their freshman year had a higher rate of attendance, increased student achievement as measured by the Georgia End of Course Test scores in Ninth Grade Literature and Ninth Grade Algebra I, and a higher Graduation Rate in comparison to students who did not attend a Ninth Grade Academy, but rather a Traditional Comprehensive High School configuration during the school year of 2007-2008. For all dependent variables that were used to measure achievement for the research questions: Graduation Rate, attendance, and End of Course Tests in Ninth Grade Literature and Ninth Grade Algebra I, there was a significant statistical difference between the two groups. For all research questions, the results indicated the Traditional Comprehensive High Schools measured higher percentages in Graduation Rate, End of Course Tests, and attendance than the Ninth Grade Academies.

Download or read book A Comparative Study of Academic Achievement and Participation in a High School Freshman Academy written by Mark Seng and published by . This book was released on 2014 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book A Causal Comparative Study of Ninth Grade Academy as an Answer to Unsuccessful Eighth Grade to Ninth Grade Transition written by Ursula Dionne Martin and published by . This book was released on 2018 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine whether the traditional ninth-grade classroom or the ninth-grade academy would have the greatest impact on retention rates and discipline referrals to administration of students transitioning into high school. The data in this causal-comparative research was secondary data collected from the counselors and administrators of the four schools that participated in this research study. The data was evaluated using an independent samples t-test. The results of this study did not indicate the need for transition programs based on the predicted significant statistical difference in the retention rates and in the Group A and B offense discipline referrals to administration of students that were exposed to a ninth-grade academy vs. involvement in a traditional ninth-grade classroom. However, limitations for this study do reveal that there is still a need for further research. These results can assist school systems in finding ways to make sure appropriate decisions are made for the positive transition of ninth-grade students into high school. Additionally, this information can assist high school administrators in finding funding for the program and in building schedules that would support the implementation of ninth-grade academies. There was no statistically significant difference found, in this study, in the retention rate nor the Group A and Group B offense office discipline referral rates of ninth-grade students based on their exposure to a ninth-grade academy vs. a traditional ninth-grade program.

Download or read book A Comprehensive Examination of the Perception of Students of Color of Their Ninth grade Academy Experience written by Jimmy Ako Barnes and published by . This book was released on 2012 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Literature suggests that the effective implementation of the freshman academy promotes positive achievement outcomes for students of color. This study examined the perceptions of freshmen students of color who attended a ninth-grade academy in a racially diverse high school in North Carolina. The intent of the study was to provide educators with insight into how race and ethnicity play a factor in the educational experiences of ninth-grade students of color and to determine if there are patterns or characteristics in their experiences. The study provides insight about programs and practices which may lead to improved educational experiences for students of color and result in higher student achievement and a decrease in the dropout rate. From a socio-cultural perspective and through the theoretical framework of Critical Race Theory, when a student's social and cultural capital works cohesively with the capital within the context of the school, it promotes academic achievement."--Abstract from author supplied metadata.

Download or read book Impact of a Ninth Grade Academy on Student Achievement written by Marianne Lynn Maki and published by . This book was released on 2011 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 634 pages. Available in PDF, EPUB and Kindle. Book excerpt: