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The Gateway Grade: The Ninth Grade Academy Practice in Terms of Student Performance

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Title: The Gateway Grade: The Ninth Grade Academy Practice in Terms of Student Performance
Language: English
Authors: Starke, Adam Robert
Source: ProQuest LLC. 2016Ed.D. Dissertation, The University of Texas at El Paso.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 155
Publication Date: 2016
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 9
Junior High Schools
Middle Schools
Secondary Education
High Schools
Descriptors: Grade 9, High School Students, Academic Achievement, Nontraditional Education, Student Evaluation, College Readiness, At Risk Students, Multivariate Analysis, Reading Achievement, Language Arts, Mathematics Achievement, Statistical Significance, Economically Disadvantaged, Program Evaluation, Transitional Programs
Geographic Terms: Texas
ISBN: 978-1-339-79556-0
Abstract: The purpose of this study was to examine whether the concept of the ninth grade academy structure in Texas high schools affects a variety of variables indicative of student achievement. Data representative of performance by students served in 30 schools with a separately structured ninth grade academy were compared to data representative of performance by students served in ninth grade at 30 schools with a traditional high school setting. A group of six variables in the category of student assessment performance were analyzed, and a group of four variables that are related to college readiness or the risk of not being college-ready were analyzed. A repeated measures multivariate analysis of variance (MANOVA) was used to analyze three years of TAKS reading/language arts and mathematics results, represented by grade nine, grade 10, and grade 11. A standard MANOVA was used for the variables indicative of college readiness, which stood alone and were not repeated. A statistically significant effect was not found for a majority of the variables analyzed in the study, but was found in the area of mathematics performance for all students and in the fact that non-economically disadvantaged students outpaced economically disadvantaged students in all variables in both settings. Consistent implementation of such an instructional setting is possibly the key to further gaining a greater understanding as to whether the ninth grade academy concept is one that can work. It is an example of a program change that requires commitment and time, and while the researcher was able to provide groundwork for studying ninth grade academies in Texas with this quantitative study, more research is needed with respect to qualitative observation and the interviewing of and interaction with subjects affiliated with the ninth grade academy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2016
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10118188
Accession Number: ED570396
Database: ERIC
FullText Text:
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  Data: The Gateway Grade: The Ninth Grade Academy Practice in Terms of Student Performance
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  Data: The purpose of this study was to examine whether the concept of the ninth grade academy structure in Texas high schools affects a variety of variables indicative of student achievement. Data representative of performance by students served in 30 schools with a separately structured ninth grade academy were compared to data representative of performance by students served in ninth grade at 30 schools with a traditional high school setting. A group of six variables in the category of student assessment performance were analyzed, and a group of four variables that are related to college readiness or the risk of not being college-ready were analyzed. A repeated measures multivariate analysis of variance (MANOVA) was used to analyze three years of TAKS reading/language arts and mathematics results, represented by grade nine, grade 10, and grade 11. A standard MANOVA was used for the variables indicative of college readiness, which stood alone and were not repeated. A statistically significant effect was not found for a majority of the variables analyzed in the study, but was found in the area of mathematics performance for all students and in the fact that non-economically disadvantaged students outpaced economically disadvantaged students in all variables in both settings. Consistent implementation of such an instructional setting is possibly the key to further gaining a greater understanding as to whether the ninth grade academy concept is one that can work. It is an example of a program change that requires commitment and time, and while the researcher was able to provide groundwork for studying ninth grade academies in Texas with this quantitative study, more research is needed with respect to qualitative observation and the interviewing of and interaction with subjects affiliated with the ninth grade academy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 155
    Subjects:
      – SubjectFull: Grade 9
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Nontraditional Education
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      – SubjectFull: Student Evaluation
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      – SubjectFull: College Readiness
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      – SubjectFull: At Risk Students
        Type: general
      – SubjectFull: Multivariate Analysis
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      – SubjectFull: Reading Achievement
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      – SubjectFull: Language Arts
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Statistical Significance
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      – SubjectFull: Economically Disadvantaged
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      – SubjectFull: Program Evaluation
        Type: general
      – SubjectFull: Transitional Programs
        Type: general
      – SubjectFull: Texas
        Type: general
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      – TitleFull: The Gateway Grade: The Ninth Grade Academy Practice in Terms of Student Performance
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