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An Investigation of the Academic Impact of the Freshman Transition Course at One Urban Central Florida High School

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Date Issued:
2016
Abstract/Description:
The purpose of this research was to identify the extent to which a high school freshman transition program aligned with research based recommendations and to determine the extent to which the intervention impacted persistence to the tenth grade, on-track-to-graduation status, and academic success. Documents relevant to the program were collected and analyzed for research based themes. Students in the program at the target school were compared to students in a similar high school and a historical cohort of students who attended the target school. The impact of the course was statistically significant for persistence to the tenth grade, on-track to graduation status, and academic success; however ANOVA found statistical significance favored Algebra 1 EOC and not FCAT Reading. Effect size statistics revealed little to no effect among Freshman Experience and the dependent variables. These findings will help school-level and district administrators design research-based transition interventions which encourage academic success and graduation.
Title: An Investigation of the Academic Impact of the Freshman Transition Course at One Urban Central Florida High School.
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Name(s): Flynn, Timothy, Author
Taylor, Rosemarye, Committee Chair
Baldwin, Lee, Committee Member
Doherty, Walter, Committee Member
Bradshaw, Leigh, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2016
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The purpose of this research was to identify the extent to which a high school freshman transition program aligned with research based recommendations and to determine the extent to which the intervention impacted persistence to the tenth grade, on-track-to-graduation status, and academic success. Documents relevant to the program were collected and analyzed for research based themes. Students in the program at the target school were compared to students in a similar high school and a historical cohort of students who attended the target school. The impact of the course was statistically significant for persistence to the tenth grade, on-track to graduation status, and academic success; however ANOVA found statistical significance favored Algebra 1 EOC and not FCAT Reading. Effect size statistics revealed little to no effect among Freshman Experience and the dependent variables. These findings will help school-level and district administrators design research-based transition interventions which encourage academic success and graduation.
Identifier: CFE0006684 (IID), ucf:51902 (fedora)
Note(s): 2016-08-01
Ed.D.
Education and Human Performance, Teaching, Learning and Leadership
Doctoral
This record was generated from author submitted information.
Subject(s): academic achievement -- academic persistence -- at risk students -- dropout intervention -- dropout -- educational research -- freshman experience -- freshman -- freshmen -- grade 9 -- high school freshmen -- high school transition -- high school -- intervention -- low income -- low-performing schools -- mixed methods research -- on-track to graduate -- secondary education -- student promotion -- transition programs -- transitional programs -- urban education
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0006684
Restrictions on Access: public 2017-02-15
Host Institution: UCF

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