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ERIC Number: ED553650
Record Type: Non-Journal
Publication Date: 2013
Pages: 126
Abstractor: As Provided
ISBN: 978-1-3030-9871-0
The Effectiveness of a Ninth Grade Academy and Link Crew Program
Hampton, Cynthia Greene
ProQuest LLC, Ed.D. Dissertation, Wingate University
The importance of a smooth transition from eighth grade to ninth grade is critical as this transition can have a lasting impact on a student's success or failures beyond high school. Studies in this body of research suggest that ninth grade students lead the list of high school grade students when it comes to tardiness, the number of discipline issues, and dismal promotion and retention rates. Indeed, ninth grade underachievement has become an epidemic and the subject of a number of recent studies. Results have shown small learning environments such as ninth grade academies can have a significant impact on reversing these negative trends. This mixed methods study explores the impact of a ninth grade transition program in a small school district in North Carolina. The research method employed was a Mixed Method Research approach, which involved a quantitative and qualitative data analysis methodology. Data were collected on five cohorts and chi square non-inference tests were applied. Comparisons of data from the five cohorts of ninth graders were analyzed. Four of the cohorts transitioned with an academy and mentoring program and one cohort did not have such assistance. Comparisons were made to see if there was a statistically significant difference between the cohorts. A review of the literature on freshman academies suggests these customized learning environments do impact student engagement and achievement during the high school years. However, the outcome of this study indicates there was no statistical significance between the groups analyzed in attendance and discipline. A significant difference was shown for dropouts, indicating the programs could be effective in encouraging students to remain in school. The results of this study provides information to help educational leaders identify the level of intervention to implement or maintain to create and sustain positive change. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 9; Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina