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 high dropout rate of the United States Virgin Islands school district's ninth-grade students is a major educational problem and the catalyst for a myriad of social problems. Ninth grade academies and extended school day intervention programs have benefited only the academically prepared students. This qualitative case study examined educators' perceptions of the challenges that led to the increased dropout rate of the district's ninth-grade students. Bandura's self-efficacy theory and Atkinson's motivational achievement theory formed the foundational pillars for this study. The research questions were focused on challenges that led to the increased dropout rate of ninth-grade students and the programs implemented to support dropout prevention. The data collection methods consisted of questionnaires from 4 administrators, 4 counselors, and 16 core-subject teachers, and semi-structured group interviews with 2 administrators, 2 counselors, and 8 core subject teachers. Analysis of the data included coding and the identification of common themes. The findings showed that poor school attendance, academic unpreparedness, and disciplinary infractions were some of the challenges that resulted in premature school dropout. Interpretation of the data confirmed that the implementation of proactive and reactive approaches, modified instructional methods, and intervention strategies have proven ineffective. After 10 years, the ninth grade academies of the school district have had no significant effect on promotion or retention rates. The introduction of Ninth Grade Completion via Career Curriculum Academies, a combination of college preparatory and vocational skills classes, may transform education for ninth-graders, increase promotional rates, and benefit the larger community.

Concerns over the academic success of first-time ninth-grade students transitioning into the high school setting continue to stimulate substantial interest in identifying the various factors that cause the ninth-grade bottleneck.  Extensive research shows that when ninth-grade students transition into the high school setting, students have a difficult time navigating the more academically rigorous, less nurturing, usually larger and anonymous high school setting.  Studies have shown that transition practices to help ninth-grade students are successful in making this transition smoother and more successful for incoming freshmen, thereby leading to more credits and a stronger chance for students to earn a diploma. This dissertation is a replication of a previous Virginia Tech study completed by Henry Johnson titled High School Transition Practices for Ninth Graders: A Descriptive Study of Maryland Public High Schools, but it focuses on public schools in the Commonwealth of Virginia.  The primary data collection method was a survey that was sent to all Virginia principals.  First, results from the survey were analyzed to develop a description of the various transition practices existing in Virginia\'s public high schools in relation to school size, demographics, and community type.  Second, the survey data were analyzed to determine the various perceptions of school officials concerning the effectiveness of reported transition practices.  The data provide a description of the transition practices in Virginia's public schools.  Results from this study give administrators and policymakers an idea of what type of transition practices exist in the various public schools in Virginia as well as the perceived effectiveness of the practices in place. / Ed. D.

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.

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.