Date of Award
2003
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Programs for Higher Education
Advisor
T. Olin Huffman
Committee Member
Barbara Gerard
Committee Member
Barbara Packer
Committee Member
Claudia Santin
Keywords
academic achievement, academic performance, academic success, affluent socioeconomic group, assessments, barriers, community involvement, discipline referrals, diverse student population, dropout rate, educational leadership, effective instruction, failing grades, Freshman Academy, Georgia, high-risk students, instructional effectiveness, lifelong learners, low motivation, low test scores, multicultural environment, ninth grade, personal goals, poverty, professional development, school climate, school staff, shared vision, social behavior, social skills, standardized measures, student achievement, student motivation, student progress, student progress assessments, teacher workshops, teachers, test-taking skills, transitional programs, urban high school, workshop training
Abstract
This applied dissertation, conducted February 2000 through April 2001, describes an approach to increasing student motivation that promoted 9th-grade academic success in an inner-city high school of a Southeastern Georgia community. The targeted population was freshman students in a very large, diverse, multicultural environment. The students ranged from the very highest affluent socioeconomic group to the lowest poverty group.
Low performance was evident on standardized measures of student progress upon their entering 9th grade. A lack of motivation for successful learning was evident. The students in this study were in need of extensive help to succeed academically and reach their fullest potential as lifelong learners and as educated individuals. Low test scores, a high dropout rate, increased discipline referrals, failing grades, and lack of interest toward school were barriers for the target students, who were in need of intervention for academic success in high school.
The goal of the study was to have an improved school climate that fostered high academic performance, mastery of test-taking skills, and improved social behavior for students in high school. The intervention was known as Freshman Academy.
The results of the study showed a reversal of trends in student performance, social skills, academic achievement, and school and community involvement. The principal as instructional leader maintained a school climate and a shared vision for teachers and students and modeled high expectations for students. Continued encouragement for student learning was extensive. Ongoing professional development workshops for teachers and school staff and student progress assessments during the study ensured effective instruction, which positively affected student achievement. The Freshman Academy consisted of methods to capitalize on the strengths and the establishment of personal goals that were related to instructional effectiveness for student achievement.