Comparison of a traditional freshman class with a Freshman Academy in selected schools
Abstract
The purpose of this causal-comparative study was to determine if a small learning community, specifically a Freshman Academy, was statistically significantly difference than a traditional freshman class without a Freshman Academy. Two hundred and eight students in the DeKalb County High School traditional freshman class and 413 students in the Sevier County High school Freshman Academy participated in the study during the 2005-2006 school year. Data were analyzed using the unpaired t test, Mann-Whitney U and Chi Square Test at the .05 level of significance. Statistically significant differences in grade point average were found for students of high socioeconomic status; Algebra I Gateway scores for females, males, Caucasians, students of high socioeconomic status and students of low socioeconomic status; core credits earned in students of high socioeconomic status; attendance in females; and discipline referrals in males and students of low socioeconomic status. No statistically significant differences were found in credits earned and promotion rate. It was recommended that (1) Freshman Academies should be implemented across the state; (2) Professional development should be conducted for all administrators and teachers prior to the implementation of the Freshman Academy; (3) Summer transition programs for at-risk students should be developed; (4) Before and after school remedial and enrichment programs should be developed; (5) Replication of the study should be conducted in both rural and urban areas in different parts of the United States; (6) DeKalb County High School should implement a Freshman Academy during the 2007-2008 school year; and (7) Longitudinal studies should be developed to determine the sustained effects of a Freshman Academy.
Subject Area
Secondary education
Recommended Citation
Carol Sue Hendrix,
"Comparison of a traditional freshman class with a Freshman Academy in selected schools"
(2007).
ETD Collection for Tennessee State University.
Paper AAI3260219.
https://digitalscholarship.tnstate.edu/dissertations/AAI3260219