With the recent implementation of the Graduation and Completion Index (GCI), schools in the Commonwealth of Virginia are charged with graduating students within a four year time frame. The purpose of this study was to investigate the intervention strategies implemented by a school receiving the status of 'warned' for falling below the GCI benchmark in the school year 2011-2012 and subsequently receiving 'meets benchmark' status for the next two school years, 2012-2013 and 2013-2014. This study sought to determine what support and interventions this school provided for students who successfully graduated from high school within the designated four year time frame. A review of previous research and findings demonstrated the need for further research in this area. The intervention strategies implemented at a school that received 'warning' status yet currently maintains 'meets benchmark' status could benefit other schools and students.
Some of the identified intervention strategies were: a) in-school detention was used as an intervention strategy; b) calling home and home visits were used as intervention strategies; c) the four by four block schedule was used as an intervention strategy d); attendance, retention, and discipline influenced a student's decision to stay in school; e) intervention strategies for students must be supported at the elementary, middle, and high school levels; and f) additional academic support (Saturday school) was an effective strategy for meeting the GCI benchmark.
Implications were that school leaders should: a) consider creating a team that meets frequently to address the needs of at-risk students; b) identify ways to engage parents and the community in meeting the needs of students who are at risk of dropping out; c) consider alternatives to out of school suspension; and d) consider the four by four block scheduling model to support on time graduation rates for students. / Ed. D.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/75116 |
| Date | 31 August 2015 |
| Creators | Voelker, Amanda Carole |
| Contributors | Educational Leadership and Policy Studies, Cash, Carol S., Price, Ted S., Hughes, Kevin R., Twiford, Travis W. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Detected Language | English |
| Type | Dissertation |
| Format | ETD, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
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