An Investigation of the Freshman Academy as It Relates to Student Success in a Rural School County in South Carolina

Autor/in	Sarvis, Natalie B.
Titel	An Investigation of the Freshman Academy as It Relates to Student Success in a Rural School County in South Carolina
Quelle	(2011), (106 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, South Carolina State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2670-7427-0
Schlagwörter	Hochschulschrift; Dissertation; Academic Achievement; Evidence; Discipline; Program Descriptions; High School Students; Rural Schools; Attendance; Referral; Behavior Problems; Low Achievement; Scores; Achievement Tests; Algebra; English; Program Effectiveness; North Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulleistung; Evidenz; Disziplin; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Anwesenheit; Unterdurchschnittliche Leistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; English language; Englisch
Abstract	The purpose of this study was to explore the success of the Freshmen Academy as it relates to student success. A decrease in discipline referrals, improved attendance, passing the end-of-course exams and promotion to the tenth grade is the quantifiable measures that measure the success of the Freshmen Academy. The Freshmen Academy is designed with the expectation that a smaller group setting of seventy five to one hundred students, working closely with four teachers in the subject areas of math, English, social studies and science, would be a more nurturing environment for freshmen students that were identified in eighth grade as struggling academically and behaviorally. The study showed the promotion status by Freshman Academy status (enrolled vs. not enrolled) was about equal with nearly three-fourths of students getting promoted to the next grade at the end of the school year. The Freshman Academy students had a lower passing rate for the English EOCEP test at 65.7% than the non-Freshman Academy students at 69.7%. The Freshman Academy students had a lower passing rate for the Algebra EOCEP test at 69.5% than the non-Freshman Academy students at 71.9%. The numbers of absences and discipline referrals negatively correlate with the achievement scores. This reaffirms that more absences and discipline referrals are associated with poorer student achievement. There was no evidence that the program status and promotion status (promoted to the next grade vs. not promoted to the next grade) were related. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10