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ERIC Number: ED528094
Record Type: Non-Journal
Publication Date: 2011
Pages: 125
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1245-7653-4
ISSN: N/A
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
Pokorski, Frances K.
ProQuest LLC, Ed.D. Dissertation, University of Nebraska at Omaha
No significant difference in beginning ninth-grade pretest compared to ending ninth-grade posttest comparisons of American History t(17) = 0.34, p = 0.37 (one-tailed), d = 0.09, English t(17) = 1.40, p = 0.09 (one-tailed), d = 0.34, and Biology (t(17) = -1.58, p = 0.07 (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 = 0.11 (one-tailed), d = 0.45, English t(7) = -0.75, p = 0.24 (one-tailed), d = -0.26, and Biology t(7) = 1.00, p = 0.18 (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 = 0.01 (one-tailed), d = 0.50 and students who refused to participate t(7) = 2.55, p = 0.02 (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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education; Grade 9; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A