Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Douglas Eury
Committee Member
Martha Ward
Committee Member
Maryellen Maher
Keywords
academic performance, academic remediation, academic deficiencies, alternative education, alternative high school students, assessment methods, behavioral problems, curriculum facilitation, discouraged learners, end-of-course tests, grades, Independence Alternative High School, innovative remediation techniques, low-performing students, mathematics scores, nontraditional education, reading scores, school tutorial programs, standardized test scores, student achievement, test preparation, test-taking skills, tutorial intervention, tutorial programs, teacher training, Winston-Salem Forsyth County System
Abstract
This study was an investigation of the effects of a tutorial intervention on the grades and standardized test scores of low-performing students in an alternative school setting in the Winston-Salem Forsyth County System. Students in this study attended Independence Alternative High School (IAHSP) because of low test scores, declining grades, and behavioral problems. There had been a continuous decline in the end-of-course tests scores for these students for 3 consecutive years.
During the 1998-2000 school years, the academic performance of these students declined by 10.8%. These students were discouraged learners who did not achieve in the standard high school program.
The researcher designed and implemented a beforeschool tutorial program at IAHSP to remediate academic deficiencies in low-performing students. Remediation activities included strategies to prepare teachers to work with the students as well as to assist students in achieving better grades and higher proficiency levels on standardized tests. The before school tutorial program focused on test-taking skills, curriculum facilitation, understanding of assessment methods, and test preparatory skills. Additionally, teachers were provided with innovative remediation techniques during informal training sessions for use in the classroom and for future academic enhancement.
The results of the study indicate that the mean reading score of the participants was 45%, and the mean math score was 65%. The 10-week study yielded a 7% increase in participants’ overall academic performance.