Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
John Kellmayer
Committee Member
Marcia O'Brien
Committee Member
Maryellen Maher
Keywords
area businesses, attendance, at-risk students, behavior, colleges, communication skills, community service organizations, Delaware, Delaware State Language Arts Test, dissertation, eighth grade, evaluation, Grade 8 Transition Program, G8TP, high-risk students, House Bill 266, individual instructional plan, in-service training, interviews, language arts, local colleges, major infractions, minor infractions, ninth grade, parents, pilot program, portfolios, professional development, qualitative data, quantitative data, questionnaires, reading, remedial programs, report cards, retained students, state test scores, surveys, teachers, teaching staff, transitional programs, universities, Wagner Law
Abstract
The number of retained Grade 8 students in the school district increased as a result of the Wagner Law (House Bill 266) that required all 8th-grade students to pass language arts in order to be promoted. The district superintendent determined that there was a need to address this issue through a pilot program for at-risk Grade 8 students. The program was called the Grade 8 Transition Program (G8TP). The program was implemented during the 2000-2001 school year. The focus of this dissertation was the evaluation of its first year.
The program targeted 15 low-achieving students and focused on their language arts, reading, and communication skills. In order to ensure the success of the students, in-service training was provided for the teaching staff centering on aspects of working with atrisk students. In addition, parents, community service organizations, area businesses, local colleges and universities were involved as major partners in the program.
To determine the success of the program, both quantitative and qualitative data were compiled and reviewed from surveys, questionnaires, and interviews. An academic portfolio was developed for each student that included the student's report cards, interim reports, an individual instructional plan, and end-of-grade state test scores.
Seven objectives formed the basis of the evaluation of the G8TP. All objectives were met and exceeded expectations. All participants came into the program having failed language arts and exited the program having passed language arts. The behavior of the students improved from a total of 54 major infractions and 16 minor infractions the previous year to no major infractions and only two minor infractions during the program. Attendance improved from an average of 15.6 days missed for the previous year to an average of 1.46 days missed during the program. Eighty percent of the students successfully passed the Delaware State Language Arts Test. As a result of the G8TP, all students were promoted to the ninth grade. Parents and teachers indicated positive support for the program. Based on the evaluation criteria, the G8TP was a success.