The purpose of this mixed-design study was to use quantitative and qualitative research to explore the effects of High School Success (a course for at-risk ninth graders) and its effectiveness on student achievement, attendance, and dropout prevention. The research questions address whether there is a significant difference between at-risk ninth graders that were enrolled in High School Success and at-risk ninth graders who were not enrolled in High School Success as measured by the North Carolina End-of-Course Assessment for English I, the student pass rate for English I, student attendance rates during the semester they were enrolled in High School Success, and student dropout rates. Three groups of students participated in the study, and data were collected in the form of interviews with students, teachers, and professors.
Students who were enrolled in High School Success had statistically significant better achievement and significantly lower dropout rates than students who were not enrolled in High School Success. No significant differences were found in student attendance for students who were enrolled in High School Success.
|Advisor:||Hancock, Dawson R.|
|Commitee:||Bird, James J., Jones, Jeanneine P., Wang, Chuang|
|School:||The University of North Carolina at Charlotte|
|Department:||Educational Leadership (EDD)|
|School Location:||United States -- North Carolina|
|Source:||DAI-A 73/10(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Educational leadership, School administration|
|Keywords:||Achievement, Dropout, Dropout prevention, Graduation, Strategic Instruction Model (SIM)|
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