The focus of the research was to examine the academic intervention program implemented to address academic concerns in the middle grades in one large urban school district in central Florida. Educational leaders at all levels are concerned with the choice of one in four students who make the decision to not complete high school coursework, leaving before earning a high school diploma. The researcher examined to what extent, if any, participation in the middle grades academic intervention program affected academic success in coursework and what difference, if any, there were between academic coursework grade point averages and at-risk eligibility factors, for levels of student participation in the academic intervention program. The at-risk eligibility factors for placement into this middle grades intervention program included prior year retention, prior year course failure(s), and prior year grade point average of 2.0 or below on a 4.0 scale. The school district of study provided each middle grades school with one teaching allocation to support the academic intervention program. Data from six of the 12 middle schools that tracked students in the academic intervention program for the 2013-2014 school year were retrieved from the school district central office. Interviews were conducted with all 12 academic intervention program supervising administrators to determine the delivery method provided for the program at each school. The study provides information on the effectiveness of the academic intervention program, implications for practice, and recommendations for future research.
| Identifer | oai:union.ndltd.org:ucf.edu/oai:stars.library.ucf.edu:etd-1678 |
| Date | 01 January 2015 |
| Creators | Hyatt, Victoria |
| Publisher | STARS |
| Source Sets | University of Central Florida |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Electronic Theses and Dissertations |
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