Student Outcomes and the Implementation of a Ninth Grade Academy in a Western North Carolina High School.

Author

Monet Calloway Samuelson, East Tennessee State University

Degree Name

EdD (Doctor of Education)

Program

Educational Leadership

Date of Award

12-2011

Committee Chair or Co-Chairs

Virginia P. Foley

Committee Members

Pamela H. Scott, Donald W. Good, Cecil N. Blankenship

Abstract

One purpose of this study was to compare outcomes of students who were part of a 9^th grade academy during their freshman year with outcomes of students who were not part of a 9^th grade academy during their freshman year. Student outcomes are defined for this study to include attendance, promotion rate to 10^th grade on time, in-school suspension assignments, Algebra I End-of-Course exam scores, and English I End-of-Course exam scores. The second purpose of this study was to compare outcomes of 10^th grade students who were part of a 9^th grade academy during their freshman year with outcomes of 10^th grade students who were not part of a 9^th grade academy during their freshman year. 10^th grade student outcomes are defined for this study to include attendance, promotion rate to 11^th grade on time, and in-school suspension assignments. Data were collected from a high school located in Western North Carolina over a period of 4 years (2007 - 2011). Independent samples t-tests and one-way Chi Square analyses were used to make comparisons for each outcome of the study. Based on the findings of this study, the promotion rate of 9^th grade students to 10^th grade on time increased after the implementation of the 9^th grade academy. In-school suspension assignments for 10^th grade students who were part of a 9^th grade academy during their freshman year were also less when compared to those of 10^th grade students who were not part of a 9^th grade academy. Ninth and 10^th grade students who were part of a 9^th grade academy tended to have more absences than 9^th and 10^th grade students who were not part of a 9^th grade academy. Little difference was found in the other outcomes of the study.

Document Type

Dissertation - unrestricted

Recommended Citation

Samuelson, Monet Calloway, "Student Outcomes and the Implementation of a Ninth Grade Academy in a Western North Carolina High School." (2011). Electronic Theses and Dissertations. Paper 1365. https://dc.etsu.edu/etd/1365

Copyright

Copyright by the authors.