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dc.contributor.authorJones, Margaret Lewisen_US
dc.date.accessioned2014-03-14T21:21:01Z
dc.date.available2014-03-14T21:21:01Z
dc.date.issued1991-05-05en_US
dc.identifier.otheretd-10132005-152528en_US
dc.identifier.urihttp://hdl.handle.net/10919/39821
dc.description.abstractThe primary purpose of this study was to compare academic achievement and behavioral characteristics of students enrolled in the Career Exploratory Middle School (CEMS), an alternative middle school, with the academic achievement and behavioral characteristics of students in a project called Building and Supplementing Instruction in the Core Skills (BASICS), a dropout prevention program within traditional middle schools. The independent· variable was CEMS. The dependent variables were SRA composite scores, absences, days tardy, grade point average and office referrals. Project BASICS was used as a comparison group.

Another purpose of this study was to determine whether or not CEMS and Project BASICS had any effect on selected academic and behavioral criteria. A total of 120 subjects were analyzed from two groups. Each group consisted of 60 randomly selected students. An ex post facto research design was used. Descriptive analyses included mean, media, mode, range, variance and standard deviations. Analysis of covariance was used to determine significant relationships. T-tests were used to compare the performance within both comparison groups. A p<.05 level of significance was used.

Based on the Pearson Correlation Coefficient there appears to be a highly positive relationship between student performance in 1986-87 and in 1987-88 for all behavioral variables. The t-test for Grade Point Average (GPA) indicated that the sample means were almost identical within each individual group. All other variables indicated significant within-group improvement.

The results suggested that there were no significant differences between the Career Exploratory Middle Schools (CEMS) and project BASICS with regard to Science Research Association (SRA) composite scores, absences, days tardy, GPA and office referrals.

This study is designed to compare the effectiveness of two strategies used to reduce the number of dropout-prone middle school students.

en_US
dc.format.mediumBTDen_US
dc.publisherVirginia Techen_US
dc.relation.haspartLD5655.V856_1991.J664.pdfen_US
dc.subjectMiddle schools Curriculaen_US
dc.subjectDropoutsen_US
dc.subject.lccLD5655.V856 1991.J664en_US
dc.titleA comparison of two strategies used to reduce the number of dropout-prone students in urban middle schoolsen_US
dc.typeDissertationen_US
dc.contributor.departmentAdministrative and Educational Servicesen_US
dc.description.degreeEd. D.en_US
thesis.degree.nameDoctor of Educationen_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineAdministrative and Educational Servicesen_US
dc.contributor.committeememberHamlett, Hunteren_US
dc.contributor.committeememberMcKeen, Ronald L.en_US
dc.contributor.committeememberWorner, Wayne Dempseyen_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-10132005-152528/en_US
dc.contributor.committeecochairConley, Houstonen_US
dc.contributor.committeecochairFortune, Jimmie C.en_US
dc.date.sdate2005-10-13en_US
dc.date.rdate2005-10-13
dc.date.adate2005-10-13en_US


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