Research for the past decade has examined academic performance gaps among students from the perspective of sex, race and ethnicity groups, and low socio-economic status. Across those studies school attendance has been identified as a primary correlate with academic success. I used a descriptive non-experimental design to investigate the relationship of student academic outcomes (i.e., GPA, credits earned toward graduation) among student groups (i.e., sex, race, and special education status) on attendance type of unexcused or excused absences. This study included two cohorts of 9th grade high school students (n = 2,262) from the Eugene 4J School District during the 2013 to 2016 school year. I calculated Chi-square tests, Independent t-tests, and Pearson’s correlation coefficient to examine the relationship of attendance with student academic outcomes for GPA and credits earned toward graduation and to further compare attendance type (i.e., unexcused or excused absences) among student groups. Findings indicated statistically significant differences for unexcused and excused absences and for GPA and credits earned by specific demographic subgroups – males v. females, white v. minority, special education v. not special education. There were also statistically significant correlations for GPA and credits earned based on unexcused and excused absences among demographic subgroups. In addition, there were statistically significant differences by academic and attendance variables for students who remained in comparison to students who left Eugene 4J.

The purpose of the study was to determine the relation between student engagement, academic achievement, and music ensemble performance ratings. The study was guided by two research questions: how do students’ varying degrees of student engagement relate to their academic achievement and their ensemble’s performance rating, and to what extent do behavioral, affective, and cognitive engagement predict ensemble performance ratings? Participants were 259 high school band students who completed the Classroom Engagement Inventory in Music. They were also asked to report their GPA, and the researcher recorded their ensemble’s performance rating. Results suggested that higher levels of student engagement were associated with higher levels of ensemble performance ratings (superior and excellent versus good), with a clear demarcation found between lower rated and higher rated ensembles. Although no significant correlation was found between academic achievement and student engagement, affective engagement was found to predict overall music performance outcomes.

This study was an investigation of academic outcomes for student athletes who did or did not participate in an athlete-specific freshman Summer Bridge program in a private Division I university in the western United States. Analysis of data across five years yielded results regarding fall, winter, and cumulative GPA; and progress toward degree for special admit and general admit student athletes. Data indicate significant differences between groups in terms of GPA and progress toward degree for the first year. However, there were no significant main interaction between time and group as measured by differential slopes over time according to group membership in terms of semester GPA. The discussion includes application for practice and further research.

Objective. To examine the relationship between the NAPLEX and Pre-NAPLEX among pharmacy graduates, as well as determine effects of pre-pharmacy, pharmacy school, and demographic variables on NAPLEX performance. Methods. A retrospective review of pharmacy graduates’ NAPLEX scores, Pre-NAPLEX scores, demographics, pre-pharmacy academic performance factors, and pharmacy school academic performance factors was performed. Bivariate (eg, ANOVA, independent samples t-test) and correlational analyses were conducted, as was stepwise linear regression to examine the significance of Pre-NAPLEX score and other factors as related to NAPLEX score. Results. One hundred fifty graduates were included, with the majority being female (60.7%) and white (72%). Mean NAPLEX score was 104.7. Mean Pre-NAPLEX score was 68.6. White students had significantly higher NAPLEX scores compared to Black/African American students. NAPLEX score was correlated to Pre-NAPLEX score, race/ethnicity, PCAT composite and section scores, undergraduate overall and science GPAs, pharmacy GPA, and on-time graduation. The regression model included pharmacy GPA and Pre-NAPLEX score. Conclusion. The findings provide evidence that, although pharmacy GPA is the most critical determinant, the Pre-NAPLEX score is also a significant predictor of NAPLEX score.

Student retention rates and graduation rates currently play a major role in measuring the success of institutions of higher education. To contribute to the likelihood of this success many institutions offer programs designed to increase the academic performance of their students especially those classified as incoming freshmen. Others are more focused and target those who are from underrepresented populations. Nonetheless not many programs have been designed to aid those students in the subsequent years that follow freshman year. The purpose of this research project was to determine if there are significant differences in the success of those students who participate in a multi-year program as opposed to those who participate in a program specifically designed for incoming freshmen. Additionally these 2 groups were compared with students who did not participate in either program. The participants in this study were classified within 3 groups: Quest for Success, Student Support Services, and nonprogram participants. Archival data were used to examine grade point averages, retention rates, and graduation rates. A random sample of 125 students from each of the 3 groups (375 total) was examined for the purposes of comparing mean grade point averages. For the purposes of comparing retention rates and graduation rates, however, the population was examined due to the manner in which data were provided. Additionally the use of the population provided more precise retention rates and graduation rates in this study. Findings of the study are congruent with the literature in terms of the role that outreach programs play in the success of underrepresented students. These results revealed that students in the multi-year program, Student Support Services, had significantly higher grade point averages, retention rates, and graduation rates when compared to Quest for Success (a 1-year incoming freshman program). Student Support Services also had significantly higher grade point averages and retention rates than nonprogram participants from underrepresented student populations. Furthermore there were no significant differences found in comparisons between Quest for Success and nonprogram participants.

The purpose of this quantitative study was to determine if there is a significant difference in the academic and behavioral performance of students who had attended Putnam County’s prekindergarten program and students who qualified for, but had not attended Putnam County’s prekindergarten program. The researcher examined individual student data of specific students in three grade bands (elementary, middle, and high school). The grade levels included 3rd grade, 7th grade, and 9th grade. The data analyzed were students’ individual GPA, ACT Explore scores, MAP Universal Screener scores, number of days absent, and number of discipline referrals of students who had attended Putnam County’s prekindergarten program and students who qualified for Putnam County’s prekindergarten program, but had not attended. The population of this study consisted of 1,118 students in Putnam County, Tennessee. The researcher used end-of-year GPA, ACT Explore scores, fall and spring MAP universal screener scores in Math and Reading, absenteeism rates as defined by total number of days missed out of 180 instructional days, and end-of-year discipline referral rates. The researcher gathered this data from various resources such as individual student reports (MAP scores) and PowerSchool, which is Putnam County’s Student Information System. The data was then analyzed using a series of independent sample t-tests. Significant differences were found in all grade levels in GPA, MAP Reading, and MAP Math scores with students who had attended prekindergarten in Putnam County performing better than those who qualified for prekindergarten but had not attended. Significant differences were also found in 9th grade ACT Explore scores with students who had attended prekindergarten in Putnam County performing better than those who qualified for but had not attended. In regard to days absent and discipline reports, the only significant findings were found in 3rd grade with students who had attended prekindergarten in Putnam county missing fewer days than those who had not attended. This study concluded with recommendations that further specified focus should be applied to state-funded prekindergarten programs.

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The JROTC program is one of service and commitment. Its mission is to build better citizens and give them a sense of pride in service to their fellow man. Today these core principles are still needed, but with the increase in the student dropout rate, the JROTC program can be one of many alternatives needed to help public education reach today's youth who are struggling to stay in school. The purpose of this mixed methods study was to examine the impact of the Air Force JROTC Leadership Program on the grade point average (GPA), attendance rate, disciplinary referrals, and dropout rate of JROTC students at an urban high school in southeastern Virginia. The study also addressed the perceptions of school administrators, Air Force JROTC instructors, teachers, JROTC students and their parents on students enrolled in the program during the 2005-2009 school years. Descriptive statistics were used to determine the means, standard deviations and frequency distributions for the groups in the study. Three independent sample t-tests and seven one-way Analysis of Variance (ANOVA's) were used to determine where there was a statistically significant difference for each group. The Tukey post hoc procedure was used to determine where the difference occurred in the variables. There were three major findings revealed in this study. The first finding indicated that students who participated in the JROTC program had lower grade point averages (M =2.47, SD = 1.17) than non-JROTC participants (M = 3.00, SD = 0.94). Second, administrators had higher levels of agreement (100%) than AFJROTC instructors, teachers, JROTC students and parents that leadership skills were developed in the AFJROTC program. Third, JROTC students (12%) and parents (7%) had lower levels of agreement than administrators, AFJROTC instructors and teachers that the AFJROTC program is used as a recruitment tool. Focus groups results showed strong support for the program from administrators, teachers, JROTC students and parents. These findings suggest that if school districts and educational leaders are to benefit from implementing the AFJROTC program they must understand that the program is not designed to impact academics. The program is designed to develop leadership skills along with helping students become better citizens. Educational leaders in school districts should read the findings and consider utilizing the program as a possible alternative to help students to develop skills to keep them from dropping out of school. / Ph. D.

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