This study was conducted to measure the effects of classroom instruction entitled Citizenship curriculum Training on high school discipline. Data for this study were collected and analyzed for fifty-eight ninth-grade students who had been referred to the principal's office three or more times the semester prior to the experimental treatment. An experimental group of twenty-nine students received citizenship curriculum instruction. The control group of twenty-nine students received only the school's traditional curriculum during second period class. Two teachers presented the citizenship curriculum training which included instructional units on beliefs, attitudes, emotions, anger, decision-making, communications, confrontation, positive attention, stress, peer pressure, authority figures, getting along in school, and the society game. Data were collected relative to grade-point average, absences, discipline referrals, and attitude toward high school as measured by the Remitters High School Attitude Scale. T-tests for correlated samples and analysis of covariance examined the effects of the Citizenship Curriculum Training on the four variables measured. The .05 level of significance was used to test the four hypotheses. The results of the study indicate that Citizenship Curriculum Training does not improve the students' gradepoint averages, absentee rate, lower the number of discipline referrals, and does not improve students' attitude as measured by the Remitters High School Attitude Scale. It is recommended that similar studies be conducted to address the problems of grade-point average, number of discipline referrals to the office, high absentee rate, and attitudes toward high school by teaching discipline students in small classes with a curriculum that aims at improving these specific problems. Future studies should collect the posttest data the first grading period following the experimental treatment to test for immediate results.

High schools in the United States are facing increased scrutiny to increase the number of students graduating with a diploma in four years. This pressure comes from many sources. First, the No Child Left Behind Act instituted graduation as a measure of a high school’s success at the federal level. States soon followed by increasing accountability in this area. Differences in how graduation rates were measured and advancements in data tracking technology led to many states measuring cohort groups of students who enter high school in the ninth grade and tracking them to see how many graduate in four years. This measure became known as an on-time graduation rate and, in many states, became a measure used to determine high schools’ accreditation. School districts responded to these changes in accountability by instituting new programs designed to increase graduation rates and decrease the number of students dropping out. One type of program that has increased in popularity across the country is the online credit recovery program. Online credit recovery programs utilize an asynchronous online learning platform that is designed for students who are repeating a course they failed in a traditional classroom setting. Features of an online credit recovery program include a one-to-one learning environment where students interact with digital curriculum that includes text, audio, video, and graphic information. Online credit recovery courses are designed so that students can demonstrate mastery of known content quickly and focus on material they did not master the first time they took the course. This instructional approach, along with the asynchronous design that allows students to work through course content at their own pace, enables students to earn a course credit in a reduced period of time. The purpose of the current study was to capture the perceptions of students who are enrolled in an online credit recovery program. The goal of the study to document what factors they believed contributed to their success. The study was driven by research questions which sought to analyze the (1) factors students attributed to their success in the online credit recovery program, (2) perceived chances of graduating from high school on-time after successfully completing the course, (3) relationship between the credit recovery course and the one-to-one laptop computing initiative supported by the school district, and (4) online learning environment of the credit recovery program, as compared to a traditional classroom setting. A qualitative, phenomenological, design was used to explore the research questions. Twenty retained ninth grade students were interviewed. Ten came from each of the two schools that first implemented the online credit recovery program in the school district. The researcher inductively coded these interviews which allowed themes to emerge through the voices of these students. These themes included a sense of control of the learning environment in the online credit recovery program that students did not feel in a regular classroom. This control was manifested by the self-paced, distraction-free, learning environment that was enhanced by the district’s one-to-one laptop computing initiative. Also, increased and varied opportunities to demonstrate mastery fostered this sense of control. Another major theme that emerged is that students believed that their chances to graduate on-time were improved because they were able to earn a credit in a course quickly that they had previously failed. The ability to recovery this credit allowed students to avoid traditional credit recovery options in which they felt they would not be successful. Students also perceived that they would continue to experience success if they were allowed to take other courses through the online credit recovery program.

Thesis (Ph. D.)--Auburn University. / Abstract. Vita. Includes bibliographical references (p. 148-159).

The problem of the present study is to investigate specific background areas of pupils who show average use of English, and of pupils who are recognized as having below-average use of English. The study will attempt to bring out certain tendencies, by the use of standardized tests, which the two groups investigated possess in varying degrees. The aim of the study will be to bring out and evaluate the differentiating background factors as revealed by the results obtained on the standardized tests used in the investigation.

The purpose of this study was twofold: (1) to discover some social and economic factors concerning the home background of the ninth and twelfth-grade students during their first and last years of high school; and (2) to study the physical status of these groups for the year 1949-1950, noting the development of each group in order to discover the relationship, if any, of social and economic status upon school marks of the students in the two grades.

The purpose of this study is to determine what problems the ninth-grade students of the North Texas Demonstration School at Denton, Texas, and the Denton Junior High School, say concern them most and to make some recommendations for helping students solve these problems.

The problem with which this investigation is concerned is that of discerning the traits of a group of pupils who have low levels of learning and developing for them a more appropriate "differentiated program" of instruction in language arts.

To live intelligently in our rapidly changing society, every member of our society needs to acquire knowledge and skills in the field of mathematics, not only in specialized fields, but in all areas of everyday living.

A study was conducted at North Cache Junior High School in Richmond, Utah, during the 1967-68 school year to determine an effective method of predicting which students would be able to succeed in algebra in the ninth grade. Eighth grade marks in mathematics, two algebra aptitude test scores, and student self-success ratings were compared with the final algebra grades to determine the best single predictor of success in algebra and to determine the best combined predictors of success. The best single predictor of success in algebra was the student's final mark in eighth grade mathematics. The best combined predictors of success included the eighth grade marks in mathematics and the Survey Test of Algebra Aptitude scores.

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.