Mark SengFollow

Date

4-2014

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Russell Claxton

Keywords

eighth grade Reading and ELA CRCT, freshman academy, high school transition, ninth grade academy, ninth grade literature/composition EOCT, promotion

Disciplines

Education | Educational Assessment, Evaluation, and Research | Educational Leadership

Abstract

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.

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