School of Education
Doctor of Education (EdD)
Discipline Referrals, Dropout Rates, Ninth-grade Academy, Retention Rates, Small Learning Communities
Curriculum and Instruction | Education | Educational Assessment, Evaluation, and Research | Educational Methods | Educational Psychology
Martin, Ursula Dionne, "A Causal Comparative Study of Ninth Grade Academy as an Answer to Unsuccessful Eighth Grade to Ninth Grade Transition" (2018). Doctoral Dissertations and Projects. 1733.
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.