Previous high school research has highlighted the importance of students' freshman year. Limited research has supported the implementation of a smaller learning community, also known as a freshman academy. The theoretical framework of the study was based on stage environment fit, adolescence development and smaller learning community theories. The purpose of this causal-comparative project study was to explore the influence of a freshman academy on the academic performance of Grade 9. A study of two different freshman classes was conducted in a small city comprehensive high school of about 1,400 students; data for the 2007-2008 and 2008-2009 school years were analyzed. ANCOVA was used to determine whether there was a significant difference in the adjusted mean grade point average (GPA) and mean percentages of attendance between the traditional and the academy groups for both school years (alpha = 0.05). Results showed that academy 9th grade students did statistically better in GPA and credits earned than the previous 9th grade class without an academy. These results led to the development of an academy intervention manual to address students not performing to benchmark indicators in credits earned, GPA, and attendance. This manual may give building leaders' a road map to implementing a system of intervention services. Its social significance is that low graduation rates can be trace to disengaged youths and, through the use of this manual, high schools can find ways to identify and respond to these students. [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.]