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dc.contributor.authorJones, Forest Issacen_US
dc.date.accessioned2014-03-14T20:12:11Z
dc.date.available2014-03-14T20:12:11Z
dc.date.issued2011-05-04en_US
dc.identifier.otheretd-05172011-083405en_US
dc.identifier.urihttp://hdl.handle.net/10919/27767
dc.description.abstract Forest I. Jones Abstract

Jackson and Davis noted in Turning Points 2000, “Changes in middle grades practices have least often occurred where they are needed most: in high poverty urban and rural communities where unacceptably poor student achievement is rampant” (2000, p.5). Virginia has many school districts that fall into these categories. Even though they fall into these categories, middle schools across the state are still expected to have their students pass assessments at a high rate and meet state standards.

The purpose of the study was to investigate and describe how one middle school went from being accredited with warning to making AYP and meeting high standards of academic achievement with at-risk students. Poor academic achievement is one of the most consistent predictors of dropout, whether measured through grades, test scores, or course failure (Alexander, Entwisle, & Kabbani, 2001). Investigating test scores and the research-based practices that may have influenced scores to improve in this particular middle school were the primary areas of study. The researcher utilized qualitative research methods to investigate a middle school that has been successful in improving the academic success rate for its at-risk students.

The overarching research question for the study was What practices were used in this middle school to ensure the academic success of at-risk students? Research-based practices found in the literature to have influenced at-risk middle school students’ achievement are (a) strong principal leadership, (b) focused curriculum and reading intervention, and (c) positive teacher-student relationships. The study attempted to determine which, if any of the practices were used by the school and if factors other than the practices identified for investigation may have contributed to the success of at-risk students in the school.

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dc.publisherVirginia Techen_US
dc.relation.haspartJones_FI_D_2011.pdfen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectinterventionen_US
dc.subjectat risk studentsen_US
dc.subjectmiddle schoolen_US
dc.subjectreading achievementen_US
dc.titleDOUGLAS MIDDLE SCHOOL: A CASE STUDY OF A MIDDLE SCHOOLâ S IMPROVEMENT OF THE ACHIEVEMENT OF ITS AT-RISK STUDENTSen_US
dc.typeDissertationen_US
dc.contributor.departmentEducational Leadership and Policy Studiesen_US
thesis.degree.nameDoctor of Educationen_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
dc.contributor.committeechairTripp, Norman Wayneen_US
dc.contributor.committeememberCraig, James R.en_US
dc.contributor.committeememberCreighton, Theodore B.en_US
dc.contributor.committeememberMcCracken, Robert C.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-05172011-083405/en_US
dc.date.sdate2011-05-17en_US
dc.date.rdate2011-05-18
dc.date.adate2011-05-18en_US


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