The purpose of this quantitative study was to explore the effectiveness of a freshman orientation program on second-semester retention, second-year retention, and cumulative GPA for students enrolled in a community college in the Deep South. The problem addressed in this study is a lack of sufficient academic and social support for college students, limiting their ability to remain in school and with high levels of academic performance (Nora & Crisp, 2007). For this study, the following research questions were analyzed: (1) Are there differences in 1st to 2nd semester retention for program completers with a 17-18 ACT as compared to non-program completers with a 19-20 ACT? (2) Are there differences in 1st to 2nd year retention for program completers with a 17-18 ACT as compared to non-program completers with a 19-20 ACT? (3) Are there differences in cumulative GPA for program completers with a 17-18 ACT as compared to non-program completers with a 19-20 ACT? Data for these research questions were collected from the school’s director of data management and imported into SPSS software for analysis. The findings of this study indicated students who completed the program, despite having lower composite ACT scores compared to program non-completers, were 15.8 times more likely to enroll in the next semester and 2.42 times more likely to enroll in the 2nd year compared to those who did not complete the program but had higher composite ACT scores. Additionally, program completers had significantly higher cumulative GPAs than did program non-completers. Based on the findings, this study should target other moderating factors that might contribute to student retention.

High stakes testing in reading demands that educators are providing the appropriate instruction to ensure student’s success on state and national assessments. Causal comparative research was conducted to examine the research questions. 6 reading assessments were used for the study: (a) the 2007 administration of the fourth and eighth grade NAEP, (b) the 2006-2007 administration of the fourth and eighth grade MCT, and (c) the 2007-2008 administration of the fourth and eighth grade MCT2. Data were drawn from the Mississippi Department of Education’s website and from the National Assessment of Education Progress’ website. District level data were available for both Mississippi Curriculum Tests and state level data were available for the NAEP. Results revealed that there were statistically significant differences between achievement levels for fourth and eighth grade students on the MCT and MCT2. Comparison of the means for the two reading tests at the fourth and eighth grade level indicated that students scored statistically significant lower on the MCT2 than they did on the MCT. Results also revealed that there were higher percentages of fourth grade students scoring minimal on NAEP than on the MCT and MCT2. In the basic category, there were higher percentages of students scoring basic on the MCT2 and higher percentages of students scoring proficient and advanced on the MCT. Relying on the targeted percentage of students at the achievement levels of proficient and advanced, the percentages of students on the MCT and MCT2 exceeded NAEP levels. At the eighth grade level, there were higher percentages of students scoring minimal and basic on NAEP and higher percentages of students scoring proficient and advanced on the MCT. Relying on the targeted percentage of students at the achievement levels of proficient and advanced, the percentages of students on the MCT and MCT2 exceeded NAEP levels. Based on the above findings, the MCT2 is more aligned to NAEP, given that there were statistically significant differences between the MCT and MCT2. Further studies are needed in other subject areas to ensure state tests alignment with NAEP

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A pretest–posttest group design was utilized for this ex post facto study to determine the reading achievement growth of middle school students as measured by the Mississippi Curriculum Test (MCT) with and without America’s Choice after one- and two-year participation. Further study was conducted to determine if a significant difference in reading achievement growth of middle school students existed between gender with and without America’s Choice participation. Additionally, research was conducted to determine whether or not there was a significant difference among the various achievement classifications (minimum, basic, proficient, and advanced) of students with and without America’s Choice participation as measured by the MCT. An independent t-test was the statistical treatment performed on the data. Findings indicated that over the course of a year, the addition of the America’s Choice School Design did reflect a significant increase in reading achievement growth when compared to sixth-grade students with no participation. On the contrary, after the second year of participation, students did not reflect a significant increase in reading achievement growth when compared to students who had not participated in the America’s Choice School Design. Findings also indicated no significant difference in achievement classifications after two years of participation in America’s Choice. Between schools, there was no significant difference in the achievement growth of male and female students with and without participation in the America’s Choice School Design. Further research is recommended to determine the long-range effect of the America’s Choice School Design on reading achievement. It is recommended that future research should focus on comparing the America’s Choice School Design with another comprehensive school reform program that has similar components. Additional research is recommended to examine the effects of other subject areas that are included in the design. Finally, further research should be conducted to examine the effects of parental involvement on the America’s Choice School Design.