Ninth grade year is the most important challenging year of high school. Many students struggle adjusting to the transition to high school. If supports are not in place, many ninth-grade students are at-risk of dropping out of school. The purpose of this study was to identify and examine the social emotional learning supports in Freshman Academy that assist in the transition to High School. A qualitative investigation was conducted to explore these social emotional supports. This study used a phenomenological methodology, enabling the researcher to gather information from a purposeful selection of educators directly identified by their Academy Principals. This study employed processes of data collection that included the use of individual interviews found in qualitative design. Analysis of data happened in several steps: (a) transcribing all interviews that were recorded, (b) coding, (c) examining the themes of the codes, and (d) relating the themes to the research questions. The credibility of the analysis was supported by triangulation, member checks, and thick descriptions. The results revealed that seven themes emerged as identified supports which included: (a) Freshman Seminar programming, (b) personnel supports to include Dean of Students and the School Counselor, (c) Restorative Practices programming, (d) building relationships with students, (e)advisory, (f) informal SEL practices, and (g) teaming. Based on the research the following conclusions were presented: (a) schools use restorative practices as a means to provide SEL, (b) relationship building is a central focus, (c) and the Freshman Seminar course and content provide meaningful social emotional learning experiences.

Students who exercise a deep approach to learning connect classroom content to real-life experiences. To help first-year students develop a deep approach to learning, Brigham Young University offers a program called Freshman Academy. Participants join a "learning community" based on their intended major. As part of this learning community, participants take recommended first-year courses together and engage in service-learning and problem-solving activities. The purpose of this quantitative study was to explore changes in learning approach that followed participation in a Freshman Academy learning community for prospective elementary education majors. These changes were explored through a survey that asked students how they prioritized certain goals related to learning before and after participation. Significant findings of difference were found in post-test survey scores, indicating a marked change in learning approach at the end of Freshman Academy participation.

The purpose of this study was to compare the achievement of students who participated in a freshman academy program to the achievement of those who participated in the traditional high school curriculum. The researcher used grade point average and composite ACT score as determinants of achievement. The population consisted of the graduating classes of 2009 and 2010 at one East Tennessee high school. Independent sample t tests evaluated the relationship between achievement and type of freshman experience. The independent variables were participation in the freshman academy, being male, being female, and race. The dependent variables were grade point average and ACT composite score. The researcher made comparisons between all students, female students, male students, African American students, and white students in both programs. The quantitative findings revealed that males who participated in the freshmen academy achieved at a significantly higher rate than males who did not. In addition, the findings indicated white students who participated in the academy performed at a significantly higher rate than African American students who participated in the academy. There were no significant differences in the achievement of the entire population of each class, female students, white students, or African American students.

The purpose of this study was to determine whether or not a significant relationship exists between the implementation of the Morristown-Hamblen High School East (MHHSE) Freshman Academy, student academic achievement, and the high school graduation rate at MHHSE. The testing variables included GPA, attendance, number of core course failures, number of discipline referrals, English I End-of-Course test scores, and graduation rate. Grouping variables included 8th grade (pretreatment) and 9th grade (posttreatment) groups, preacademy and postacademy groups, socioeconomic status, and gender. Ten faculty members of the MHHSE Freshman Academy were interviewed to ascertain their perceptions about the smaller learning community concept. The population of the study was limited to students enrolled in the MHHSE Freshman Academy (2004-2008) and students enrolled at MHHSE 2 years prior to the implementation of the academy (2002-2004). Paired-samples t-tests were used to make comparisons between the same students on 8th grade (pretreatment) and 9th grade (posttreatment) measures. Independentsamples t-tests were used to make additional comparisons between different groups of students categorized according to socioeconomic status and gender, as well as preacademy and postacademy groups. Based on the findings of this study, it was concluded that the 9th grade transition year is a very difficult year for most students. Male students and those classified as economically disadvantaged develop additional risk factors during their freshmen year that might identify them as potential dropouts. The MHHSE Freshman Academy has had a positive effect on student academic performance and conduct as measured by the data analyses and teacher opinions.

The purpose of this study was to compare the student achievement prior to and after the implementation of a freshman academy at one school in East Tennessee. The researcher used student data from the end of course exam scores for Algebra I and English I. The failure rate of freshman prior to and after the implementation of the Freshman Academy was examined. The data were analyzed using a chi square statistical analysis. A significant difference was observed in the end of course exam scores for Algebra I and English I after the implementation of the Freshman Academy. Qualitative data examined for this study were interviews with administrators and teachers discussing the implementation process of the Freshman Academy. The quantitative findings revealed that students who attended the Freshman Academy had increased achievement on the end of course exam for Algebra I and English I. The failure rates for the freshman who attended the Freshman Academy revealed there was a decrease. The qualitative findings revealed that the administrators and teachers were concerned with the isolation of the freshman at the academy. Isolating the freshman to allow for maturity and to allow for the fostering of the sense of community was essential, but this decreases the positive interaction with the upper classmen.

The purpose of this study was to identify student progress during the 9th grade year by evaluating student data prior to and after the implementation of a 9th grade academy in 2 east Tennessee high schools. The testing variables included the number of core credits earned, the number of elective credits earned, number of absences, and grade point average. Grouping variables included all 9th grade students and 9th grade students by gender prior to and after implementation of the 9th grade academy. Data were collected over 5 years (2005-2010). Paired-samples t-tests were used to make comparisons prior to and after the implementation of the 9th grade academy for each variable for the high schools. Independent-samples t-tests were used to make additional comparisons between gender on each variable prior to and after implementation of the 9th grade academy. An additional analysis was conducted to determine how many 9th grade students were enrolled in basic math or Algebra I prior to and after the implementation of the 9th grade academy. Based on the findings of this study, more core and elective credits were earned after the implementation of the 9th grade academy, but there was very little difference in GPA. Number of absences improved in 1 school after the implementation of the 9th grade academy and not in the other school. Additionally, there was little positive impact in Algebra I credits earned after the implementation of the 9th grade academy.

The transition to high school has been identified by researchers as a pivotal point in students' lives. The addition of a Freshman Academy in some schools has targeted the 9th grade year to ease students' transition to high school and increase the likelihood of academic success. One purpose of this study is to compare student outcomes of schools that have implemented a Freshman Academy with schools that have not. Student outcomes are defined for this study to include graduation rates, attendance rates, instances of out-of-school suspensions, and instances of expulsions. The second purpose of this study is to compare student outcomes before and after implementation of a Freshman Academy. Two research questions were analyzed to determine the impact of the implementation of the Freshman Academy on student outcomes. A 2-way chi square analysis of variance was used for each research question. There was a significant difference in the instances of out-of-school suspensions for schools that have a Freshman Academy and schools that do not. Instances of out-of-school suspensions were higher in schools with a Freshman Academy. No significant difference was found between graduation rates, attendance rates, or instances of expulsions for schools that have a Freshman Academy and schools that do not. There was a significant difference in instances of out-of-school suspensions before and after implementation of Freshman Academy. The instances of out-of-school suspensions decreased after the implementation of Freshman Academy. No significant difference was found in graduation rates, attendance rates, or instances of expulsions before and after implementation of Freshman Academy.

One purpose of this study was to compare outcomes of students who were part of a 9th grade academy during their freshman year with outcomes of students who were not part of a 9th grade academy during their freshman year. Student outcomes are defined for this study to include attendance, promotion rate to 10th grade on time, in-school suspension assignments, Algebra I End-of-Course exam scores, and English I End-of-Course exam scores. The second purpose of this study was to compare outcomes of 10th grade students who were part of a 9th grade academy during their freshman year with outcomes of 10th grade students who were not part of a 9th grade academy during their freshman year. 10th grade student outcomes are defined for this study to include attendance, promotion rate to 11th grade on time, and in-school suspension assignments. Data were collected from a high school located in Western North Carolina over a period of 4 years (2007 - 2011). Independent samples t-tests and one-way Chi Square analyses were used to make comparisons for each outcome of the study. Based on the findings of this study, the promotion rate of 9th grade students to 10th grade on time increased after the implementation of the 9th grade academy. In-school suspension assignments for 10th grade students who were part of a 9th grade academy during their freshman year were also less when compared to those of 10th grade students who were not part of a 9th grade academy. Ninth and 10th grade students who were part of a 9th grade academy tended to have more absences than 9th and 10th grade students who were not part of a 9th grade academy. Little difference was found in the other outcomes of the study.