The focus of this research is in the area of academic interventions and their effect on graduation rates in secondary schools in Missouri. In light of the regulations within the No Child Left Behind Act of 2001 and its accountability requirements for schools, this study is important and timely in order to provide valuable examples of effective intervention processes. The research approach adopted in this dissertation was a mixed methods approach; therefore, quantitative analysis was utilized during a statistical comparison of secondary schools in Missouri and a review of trends from a survey distributed to all secondary school principals in Missouri. Qualitative analysis was completed by interviewing five secondary school principals by using a predetermined set of questions. The responses were coded and analyzed to determine the trends, perceptions, and attitudes surrounding intervention processes. The findings from this research were inconclusive that the use of academic intervention processes directly increases the graduation rate for secondary schools in Missouri. The primary reason behind inconclusive findings is the lack of specific, long-term data pertaining to the use of academic intervention processes, as secondary schools have been using systematic academic intervention processes for less than 10 years. Although the data were inconclusive, previous research has supported the use of interventions. The goal of school administrators and teachers is to implement strategies to meet the educational needs of students. Academic intervention processes may serve as a viable strategy for this goal to be achieved.
|Commitee:||Cooper, Dennis, Reid, Terry|
|School Location:||United States -- Missouri|
|Source:||DAI-A 74/03(E), Dissertation Abstracts International|
|Subjects:||School administration, Secondary education|
|Keywords:||Academic intervention, Graduation rates, School-based intervention|
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