THE EFFECT OF MENTORING AND EXTENDED LEARNING PROGRAM ON NORTH CAROLINA END-OF-COURSE TESTS
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University of North Carolina at Charlotte
ABSTRACTPORTIA GIBBS-ROSEBORO. The effect of a mentoring and extended learning program on North Carolina end-of-course Tests. (Under the direction of DR. COREY LOCK)The purpose of this research study was to determine if effective interventions in the areas of mentoring and after school tutorial programs are put in place would increase Algebra I and English I students' academic performance on the end of course test. Specifically, the study addressed students who were currently three points below the passing scale score by the end of first semester based on their eighth grade end of grade test.(1) Determine if assigning mentors the second semester of school was successful in assisting students in passing their Algebra I, and English I end of course test based. (2) Determine if there is a significant difference between students who participated in the bubble program and students who did not.The researcher used quantitative quasi experimental design. The sample population consisted of 232 students in the following subject areas: Algebra I and English I. The students involved in the Bubble program was established by an urban magnet high school in south eastern part of the United States. The researcher compiled data from the States' end of course Test results to determine whether or not there was a significant achievement difference between the two groups.
AFTER SCHOOL PROGRAMSDROP OUT PREVENTIONENGAGING HIGH SCHOOL STUDENTSEXTENDED DAY PROGRAMSMENTORINGSTUDENT GROWTH
HANCOCK, DAWSONCIFARELLI, VICTOR
Thesis (D.Ed.)--University of North Carolina at Charlotte, 2010.
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