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 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 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 Beating the Odds written by Carol Ascher and published by . This book was released on 2007 with total page 37 pages. Available in PDF, EPUB and Kindle. Book excerpt: Across the nation, urban school districts struggle to raise often abysmally low high school graduation rates. New York City, with a four-year graduation rate of 57 percent, is no exception. Yet, some high schools in New York, as elsewhere, succeed beyond expectations in bringing students with low academic skills and high needs to graduation in four years, followed by enrollment in college. This report describes a follow-up qualitative study, conducted in 2006 by the Annenberg Institute for School Reform, of a small group of New York City high schools that, according to 2001 data, were "beating the odds" in preparing low-performing ninth-grade students for timely high school graduation and college going. The thirteen schools included two long-established technical-vocational schools, nine small high schools created between 1993 and 1998, and two high schools created in the reconstitution of large, failing high schools. The study was inspired by students in the Urban Youth Collaborative, a citywide high school organizing group that works to improve college-going rates in their schools and communities. Institute staff designed interviews with administrators, counselors, and other relevant staff to understand how the thirteen high schools identified in the earlier study were able to beat the odds, and to suggest ways that the success of these schools could be maintained and scaled up. Appended are: (1) BTO School Data; and (2) Rubric: Achieving College-Preparation Success for Low-Performing Students. (Contains 4 figures and 5 footnotes.) [For related reports, see "Beating the Odds: How Thirteen NYC Schools Bring Low-Performing Ninth-Graders to Timely Graduation and College Enrollment. Executive Summary" (ED522198) and "Putting Kids on the Pathway to College: How Is Your School Doing? The College Pathways Tools" (ED522170).].
Download or read book Preventable Failure written by Melissa R. Roderick and published by . This book was released on 2014-04-24 with total page 11 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Urban Schools written by Laura Lippman and published by DIANE Publishing. This book was released on 1996-12 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Improving ninth grade transition for special education students written by Patty Wojcik and published by . This book was released on 2010 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: High school academics have become high-stakes as more occupations require post-secondary education. Research suggests special education students are at a disadvantage during ninth grade year and have higher failure rates than regular education students. Several unmet ninth grade transition needs specific to special education students have been identified. Special education failures may be reduced by implementing ninth grade transition systems to provide adequate class options/selection, lesson modification/accommodation, resource support, and Individual Education Program (IEP) or 504 plan transitions. The result of implementing special education high school transition systems on special education student failures during ninth grade in a suburban mid-western high school is reported and discussed.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 756 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Beating the Odds written by Annenberg Institute for School Reform at Brown University and published by . This book was released on 2011 with total page 4 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report describes a follow-up qualitative study, conducted in 2006 by the Annenberg Institute for School Reform, of a small group of New York City high schools that, according to 2001 data, were "beating the odds" in preparing low-performing ninth-grade students for timely high school graduation and college going. The thirteen schools included two long-established technical-vocational schools, nine small high schools created between 1993 and 1998, and two high schools created in the reconstitution of large, failing high schools. The study was inspired by students in the Urban Youth Collaborative, a citywide high school organizing group that works to improve college-going rates in their schools and communities. Institute staff designed interviews with administrators, counselors, and other relevant staff to understand how the thirteen high schools identified in the earlier study were able to beat the odds, and to suggest ways that the success of these schools could be maintained and scaled up. [For related reports, see "Beating the Odds: How Thirteen NYC Schools Bring Low-Performing Ninth-Graders to Timely Graduation and College Enrollment" (ED522199) and "Putting Kids on the Pathway to College: How Is Your School Doing? The College Pathways Tools" (ED522170).].
Download or read book The Pivotal Year written by Robert L. Marshall and published by R&L Education. This book was released on 2004-09-08 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt: The failure of ninth grade students at the state and national level is astronomical and the percentage of students who are retained in the grade or drop out of school as a result has not changed significantly in the past ten years. Freshman year in high school is truly a pivotal year in the lives of many students and a few cost-effective and simple interventions can be implemented to change the current trends of high failure and graduation rate deficits. Although some schools are making gains in this area, the problem is so widespread and commonplace the percentage of improvement is almost negligible. Author Robert Marshall has written this book containing a series of best practices, ideas, interventions and solution strategies to improve ninth grade success and curtail the common practice of grade level retention. Features include: _ Checklists or sample documents to assist with planning and implementation of successful interventions _ A set of web links to successful ideas and practices around the nation _ Successful programs and practices currently working in schools around the nation For middle and high school principals, teachers, and parents.
Download or read book The Retention of Black Males in Ninth Grade written by Tracy Smith and published by LAP Lambert Academic Publishing. This book was released on 2015-11-25 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the United States, more students are being retained in the ninth grade than in any other year in their K-12 school experience. In addition, African American males are retained more than any other group. Studies show that when students, especially African American males, are retained in ninth grade there is an increased probability that they will drop out and consequently, fail to graduate from high school. The limitation of the majority of the prior studies on ninth grade retention is their focus on urban districts. Thus, it is unknown if the probability of ninth-grade retention and the impact of that setback is significant in suburban, integrated settings where African Americans make up smaller, yet emerging percentage of the student population. While the gravity of these issues is documented, there have been few studies on the barriers to the academic success of African American students in suburban, integrated environments. The purpose of this study is to examine the ninth grade experiences of African American males in a high school in a suburban community of New York City.
Download or read book The On track Indicator as a Predictor of High School Graduation written by Elaine Marie Allensworth and published by . This book was released on 2005-01-01 with total page 26 pages. Available in PDF, EPUB and Kindle. Book excerpt: The First Year Of High School Is A Critical Transition Period For Students, Those Who Succeed In Their First Year Are More Likely To Continue To Do well in The Following Years And Eventually Graduate. Because A Successful Transition Into High School Is So Important, In 1999 The Consortion Developed An Indicator To Gauge Whether Students Make Sufficient Progress In Their Freshman Year Of High School To Be On-Track To Graduate Within Four Years. The Evidence Presented Here Suggests That the On-Track Indicator Can Be A Valuable Tool For Parents, Schools, And The School System As They Work To Improve Students Likelihood Of Graduating.
Download or read book A middle to high school transition program to reduce dropout rates among urban youth written by Victoria L. Toth and published by . This book was released on 2017 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research has indicated that ninth grade is a crucial year. Students experience a variety of changes upon entering high school, both developmentally and within their new contextual environment. When students are underprepared for the changes they encounter, the likelihood of dropping out of school is heightened. Transition programs have been shown to provide an effective solution to creating a responsive environment for the unique needs of first year high school students. Ensuring a smooth transition is particularly important for urban students in order to close the achievement gap between their higher socioeconomic status counterparts. This project reviews the participants, typical concerns of first year high school students, and the activities that have been proven to help foster a successful transition to high school. In addition, this project will compile the research explored to provide a comprehensive transition program that school counselors can implement at their school.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 568 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Increasing Ninth Grade Achievement in an Elective Class written by Patricia M. Fair and published by . This book was released on 2008 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research shows ninth graders are failing at alarming rates in high school. This capstone addresses the contributing factors to the failure rate, and strategies and methods used by the author to help increase the achievement of ninth graders in a cross-grade ceramic class. This capstone includes research from experts on eighth grade student transitions from middle school to high school and the author used this research to develop strategies to help her students achieve at a higher rate in ceramics. Strategies implemented during the action research study included improving communication between teacher, student and parent, improving the sense of belonging for a student in a classroom, and improving learning skills, such as, time management. The author cites problems with the study along with the strategies that she will continue to use in the future with her ninth graders.
Download or read book The Correlation Between Ninth Grade Academies in Comprehensive High Schools and Student Performance written by Fateama S. Fulmore and published by . This book was released on 2020 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ninth Grade Academies have been implemented in urban school districts across the United States to mitigate ongoing challenges with the ninth grade transition to high school. Research has unequivocally portrayed ninth grade as the most significant grade to the successful completion of high school. Historically, educational discourse about high schools has focused on alarming high school dropout rates and retentions in the ninth grade. However, an evolving body of research that suggests a strategic approach to the ninth grade transition, such as ninth grade academies, results in promising academic and behavioral student outcomes. This quantitative causal comparative study examined the correlation between ninth grade academies in the School District of Philadelphia’s comprehensive high schools and first-time ninth-grade student performance (as measured by the on-track rate, 95%+ attendance rate, and zero out-of-school suspension rate). This study further assessed whether students in comprehensive high schools with ninth grade academies showed a statistically significant difference in performance compared to students in high schools without ninth grade academies. The study sample population consisted of N=8; four comprehensive high schools and four special admission high schools across three different student cohorts and a total of 1,763 students from the 2015-2016 and 2016-2017 school years. Quantitative analysis of the descriptive and inferential statistics indicated no statistically significant relationship between ninth grade academies and student performance.
