High School Success: An Effective Intervention for Achievement and Dropout Prevention

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Lowder, C. (2012). High School Success: An Effective Intervention for Achievement and Dropout Prevention. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

The purpose of this mixed-design study was to use quantitative and qualitative research to explore the effects of High School Success (a course for at-risk ninth graders) and its effectiveness on student achievement, attendance, and dropout prevention. The research questions address whether there is a significant difference between at-risk ninth graders that were enrolled in High School Success and at-risk ninth graders who were not enrolled in High School Success as measured by the North Carolina End-of-Course Assessment for English I, the student pass rate for English I, student attendance rates during the semester they were enrolled in High School Success, and student dropout rates. Three groups of students participated in the study, and data were collected in the form of interviews with students, teachers, and professors.Students who were enrolled in High School Success had statistically significant better achievement and significantly lower dropout rates than students who were not enrolled in High School Success. No significant differences were found in student attendance for students who were enrolled in High School Success.

Details
Author

Lowder, Christopher

Title

High School Success: An Effective Intervention for Achievement and Dropout Prevention

Physical Description

1 online resource (124 pages) : PDF

Date

2012

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

The purpose of this mixed-design study was to use quantitative and qualitative research to explore the effects of High School Success (a course for at-risk ninth graders) and its effectiveness on student achievement, attendance, and dropout prevention. The research questions address whether there is a significant difference between at-risk ninth graders that were enrolled in High School Success and at-risk ninth graders who were not enrolled in High School Success as measured by the North Carolina End-of-Course Assessment for English I, the student pass rate for English I, student attendance rates during the semester they were enrolled in High School Success, and student dropout rates. Three groups of students participated in the study, and data were collected in the form of interviews with students, teachers, and professors.Students who were enrolled in High School Success had statistically significant better achievement and significantly lower dropout rates than students who were not enrolled in High School Success. No significant differences were found in student attendance for students who were enrolled in High School Success.

Genre

doctoral dissertations

Subjects--Topics

Educational leadership
Educational evaluation
School management and organization

Degree

D.Ed.

Keywords

Dropout
Dropout Prevention
Graduation
SIM

Subject Area

Educational Leadership

Advisor(s)

Hancock, Dawson

Committee Members

Wang, Chuang
Bird, James
Jones, Jeanneine

Degree Note

Thesis (D.Ed.)--University of North Carolina at Charlotte, 2012.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Lowder_uncc_0694D_10281

Permalink

http://hdl.handle.net/20.500.13093/etd:511