The purpose of this study was to compare achievement results of students enrolled in traditional and virtual Algebra 1 courses in the School District of Volusia County, Florida and to identify which educational interventions are utilized by traditional and online teachers to promote student success, especially for at-risk populations. Two research questions guided this study. This study is significant, as school districts expand virtual options for K-12 students to meet legislative mandates and student demand, while also exploring and developing methods to ensure student success. Student scores on the Florida Algebra 1 End of Course Exam (EOC) were compared to determine what difference, if any, existed in the performance of students in traditional face-toface classrooms and virtual settings. Surveys were also distributed to traditional brick-andmortar and virtual teachers to identify which educational interventions were provided to at-risk students and to measure teacher perception of the relative effectiveness of those interventions in each setting. One-sample t-test results indicated a statistically significant difference in the mean scale scores of traditional and virtual students on the Florida Algebra 1 EOC. Survey responses indicated little variation in the interventions provided by teachers to at-risk students in each setting. Low effectiveness ratings for interventions in the Resources category, such as Mentors from the Community, warrant further investigation, as these responses run counter to previous research. Due to this study’s small sample and wide disparity between the number of traditional and virtual students, caution is advised in the interpretation of results.

This study investigated the impact of the School-Home Partnership Model at Metter Intermediate School, a small rural school in southeast Georgia. The subjects of this student were parents, students, and teachers of the school. In particular, this study investigated the impact of the School-Home Partnership Model on "at-risk" students. For the purpose of this study the term "at-risk" student is defined to mean a student identified as being below grade level in reading and/or math based on the guidelines of Georgia's Early Intervention Program (EIP). The term "at-risk" student as used in this study also means a student identified as a special education student according to the Individuals with Disabilities Education Act (IDEA). Quantitative methods and interviews were used to collect and analyze data. Theses methods consisted of document analysis, surveys, and interviews. The investigation results show that parents, students, and teachers had very positive attitudes toward the school. Extensive communication stratefies were utilized between the home and school. Children's attendance in school improved, while the number of discipline referrals to the school office increased for "at-risk" students. Quantitative data based on Criterion-Referenced Competency Tests (CRCT) showed limited changes. Report card grades showed improvements in grades for "at-risk" students in reading, math, and spelling. Parents of both non "at-risk" and "at-risk" students overwhelming believed they could better assist their children learn if teachers provided more ideas of ways they could help their children at home.

No description available.

No description available.

No description available.

No description available.

No description available.

No description available.

No description available.

Institutions continually try to balance the access/retention/success pendulum by accepting students on a contingent or probationary basis and enrolling them in student success or support programs. These programs are offered to help colleges increase enrollment while at the same time supporting fair and equitable access policies. The two primary purposes for conducting this study are to determine what variables have the greatest impact upon student persistence or student attrition and to evaluate the effectiveness of a retention program designed to assist at-risk students. The barriers that have the largest impact upon student persistence or attrition are explored. The extent to which performance in developmental English impacts persistence and attrition are examined as well as the effectiveness of a retention program specifically designed to assist students accepted contingently to college. The goal of this study examines how one institution's retention program was interpreted and experienced by students and what impact it had upon those students' persistence and overall college success. This study further examines the necessity for institutions to assess established policies and processes as inadvertent barriers to success. According to Laskey and Hetzel, 41 percent of entering community college students, and 29 percent of all entering college students are under prepared in at least one of the basic skills. / Educational Leadership