This study investigates the effect on high school students' attitude toward school, on their academic achievement, on their attendance, and on their participation in extracurricular activities when they have been forced to transfer schools because of changes in school attendance zones. Four hundred four randomly selected high school students from four groups were surveyed in four of Virginia Beach's seven high schools. These four groups were divided as follows: Group I Students who were forced to transfer schools Group II Students who elected to choose junior/senior option in order to remain in their 1982-83 schools Group III Students who were not affected by the attendance zone changes and remained in their 1982-83 schools Group IV Students who transferred into Virginia Beach City Schools from outside the city To determine the effect on attitude, the students were administered an Attitude Toward School Survey. An analysis of variance between the mean scores of the four groups was utilized to determine significant differences among the groups. An Extracurricular Activities Participation Questionnaire was administered to students and an attendance and grade point average worksheet was completed by school personnel to measure the other effects. The results from these instruments were analyzed by the analysis of covariance procedure in order to determine significant differences. In those instances where significant differences were found, the means of the groups were further analyzed by a multiple range test. Results indicated that no significant differences in student academic achievement, attendance, or participation in extracurricular activities were found among the four groups. There were significant differences, however, in attitude toward school among the various groups. The differences in this area resulted in those groups of students who were forced to transfer schools, either from within or from outside of Virginia Beach, having a less positive attitude toward school than those groups of students who chose the junior/senior option plan or who were not affected by the attendance zone changes. / Doctor of Education

The purpose of this study is to examine the factors that cause high school students to drop out. The method for this project was a review of literature collected through journal articles, the internet and books. The factors found to play the biggest role were race, academic age/grade, and gender.

This quantitative study compared achievement and attendance of fifth grade African American males and females attending same- gender classes and coeducational classes in two inner-city schools in Virginia. The population of the study was ninety African American students. Fifty-two students were in same-gender classes and thirty-eight students were in coeducational classes. The students were from very similar socio-economic neighborhoods. The lowa Test of Basic Skills (ITBS) and the students’ final grades in grades four and five were used to obtain quantitative data. Achievement and attendance information was reported in mean scores and percentages. Charts and tables were used where appropriate for purposes of comparison and clarification. Descriptive statistics were used for means, standard deviations, and percentages. A separate analysis of covariance (ANCOVA) test was performed for achievement grades in math, science, reading, and social studies and standardized test scores. An ANCOVA also was done on attendance. The fourth grade ITBS’s test scores in reading, math, science, and social studies served as covariates. A separate analysis of variance (ANOVA) test was run on each ANCOVA for the purpose of comparison. Significant main effects and interactions were analyzed. Number Cruncher Statistical System software was used for all computations. A probability level of .05 was selected as the level of significance. The analysis of the data for both groups revealed that students in the same-gender group showed higher achievement and improved attendance than the coeducational group. Grades for males and females were better in all subjects in same-gender classes. However, improved standardized test score results were divided. The results of this study can provide data to school districts interested in comparing same-gender schooling and coeducational schooling. It contributes to the growing body of research in same-gender schooling as an educational alternative. / Ed. D.