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dc.contributor.authorBlackwell, Shawnrell Deniseen_US
dc.date.accessioned2014-03-14T20:19:38Z
dc.date.available2014-03-14T20:19:38Z
dc.date.issued2008-11-20en_US
dc.identifier.otheretd-12022008-212816en_US
dc.identifier.urihttp://hdl.handle.net/10919/29880
dc.description.abstractTransition programs designed to ease the middle to high school transition are becoming a necessity in high school because ninth grade is deemed as a critical year for determining studentsâ success in high school. Few studies examined transition programsâ impact on studentsâ educational outcomes, and transition research is typically conducted in inner-city or urban settings. The purpose of this case study was to examine the impact of a full transition model program on ninth grade studentsâ performance in a rural high school.

A comparison of the students who participated in the transition program to those who did not was examined by using a mixed method approach. The qualitative data consisted of the ninth grade teachers and administratorsâ perceptions and the program documents. The quantitative data consisted of a chi-square analysis of the transition and nontransition program studentsâ pass rate of high stakes tests, earned credits, retention status, out-of-school suspensions, dropout status, and attendance. The study also examined if specific groups of students as categorized by race, gender, and socioeconomics were impacted more by the transition program. The findings of this study suggested that the transition program may have eased the transition by providing support to ninth grade students to improve their conduct. The quantitative evidence does not show other significant benefits from the transition program, however. Improving academic performance still remains a challenge for this rural high school.

en_US
dc.publisherVirginia Techen_US
dc.relation.haspartSBlackwellETDFinal4.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.subject9th grade studentsen_US
dc.subjecttransition programen_US
dc.subject9th grade student performanceen_US
dc.titleThe Impact of a Transition Program on Ninth Grade Students' Performanceen_US
dc.typeDissertationen_US
dc.contributor.departmentEducational Leadership and Policy Studiesen_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineEducational Leadership and Policy Studiesen_US
dc.contributor.committeechairGlenn, William J.en_US
dc.contributor.committeememberMallory, Walter D.en_US
dc.contributor.committeememberCreighton, Theodore B.en_US
dc.contributor.committeememberTwiford, Travis W.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-12022008-212816/en_US
dc.date.sdate2008-12-02en_US
dc.date.rdate2012-03-30
dc.date.adate2009-01-12en_US


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