Dissertation/Thesis Abstract

The Effect of Optional Summer Transition to High School Program Participation and Required School Year Long Placement on a Core Content Team on Ninth-Grade Students At-Risk Measured Achievement, Engagement, and Behavior Outcomes
by Pokorski, Frances K., Ed.D., University of Nebraska at Omaha, 2011, 124; 3449879
Abstract (Summary)

No significant difference in beginning ninth-grade pretest compared to ending ninth-grade posttest comparisons of American History t(17) = 0.34, p = .37 (one-tailed), d = 0.09, English t(17) = 1.40, p = .09 (one-tailed), d = 0.34, and Biology (t(17) = -1.58, p = .07 (one-tailed), d = -0.22, course grade scores were observed for students at-risk who accepted optional summer transition to high school program participation and completed the required school year long placement on a core content team. Students at-risk who refused optional summer transition to high school program participation but completed the required school year long placement on a core content team also had no significant pretest-posttest course grade score comparisons for American History t(7) = 1.34, p = .11 (one-tailed), d = 0.45, English t(7) = -0.75, p = .24 (one-tailed), d = -0.26, and Biology t(7) = 1.00, p = .18 (one-tailed), d = 0.08. However, null hypotheses were rejected for pretest-posttest comparisons of math course grade scores in the direction of course grade digression for optional summer transition to high school program accepters t(17) = 2.80, p = .01 (one-tailed), d = 0.50 and students who refused to participate t(7) = 2.55, p = .02 (one-tailed), d = 0.60. No significant posttest-posttest grade score comparisons were found. Overall, students of both groups completed the school year with average achievement grade scores in American History, English, and biology. Finally, given the statistical equipoise observed for school engagement frequencies and reported no office referral compared to reported office referral frequencies it may be said that both groups of at-risk students, those who refused and those who accepted optional summer transition to high school program participation and completed the required school year long placement on a core content team were equally well served by the required school year long placement on a core content team.

Indexing (document details)
Advisor: Hill, John W.
Commitee: Dlugosh, Larry L., Grandgenett, Neal F., Surface, Jeanne L.
School: University of Nebraska at Omaha
Department: Educational Administration and Supervision
School Location: United States -- Nebraska
Source: DAI-A 72/06, Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: School administration, Educational psychology, Secondary education
Keywords: And behavior outcomes, At-risk measured achievement, At-risk students, Core content team, Engagement, Ninth-grade students, Optional summer transition to high school program, Required school year long placement, Summer school program, Transition to high school
Publication Number: 3449879
ISBN: 9781124576534
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