The significant impact of transitioning to ninth grade has necessitated the need to examine the effects of the secondary school structure on African American males. These students were often assumed to be capable of functioning and maintaining personal accountability within their new, less structured environment, as opposed to the structured setting they encountered in middle school (Ellerbrock & Kiefer, 2013). As a result, these adolescents encountered increased challenges often resulting in greater challenges and lack of motivation that does not cater to their learning and developmental needs (Ellerbrock & Kiefer).
Bethel (2012) indicated that environmental characteristics of the school setting impacted the success of African American students. According to Donner and Shockley (2010), the education system continues to fail to serve African American males because around 70% of these young men are not graduating high school with their incoming freshman class.
Kunjufu (2011) reported that only 12% of African American males are proficient in reading, 80% of African American male students are in special education, and 53% of African American males drop out of high school. The Schott Foundation for Public Education (2010) report revealed that the overall 2007/2008 graduation rate for African American males in the United States was only 47%. Less than 8% of African American males between the ages of 15 and 29 years were college graduates. This is in comparison to 17% of European Americans and 35% of Asian American males in this age group (Land, Mixon, Butcher, & Harris, 2014, P. 243).
","abstract_html":"<p>The significant impact of transitioning to ninth grade has necessitated the need to examine the effects of the secondary school structure on African American males. These students were often assumed to be capable of functioning and maintaining personal accountability within their new, less structured environment, as opposed to the structured setting they encountered in middle school (Ellerbrock & Kiefer, 2013). As a result, these adolescents encountered increased challenges often resulting in greater challenges and lack of motivation that does not cater to their learning and developmental needs (Ellerbrock & Kiefer).</p> <p>Bethel (2012) indicated that environmental characteristics of the school setting impacted the success of African American students. According to Donner and Shockley (2010), the education system continues to fail to serve African American males because around 70% of these young men are not graduating high school with their incoming freshman class.</p> <p> Kunjufu (2011) reported that only 12% of African American males are proficient in reading, 80% of African American male students are in special education, and 53% of African American males drop out of high school. The Schott Foundation for Public Education (2010) report revealed that the overall 2007/2008 graduation rate for African American males in the United States was only 47%. Less than 8% of African American males between the ages of 15 and 29 years were college graduates. This is in comparison to 17% of European Americans and 35% of Asian American males in this age group (Land, Mixon, Butcher, & Harris, 2014, P. 243).</p>","abstract_has_math":false,"creators":["Matthews, Willie"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Counseling, Foundations & Leadership","degree_department":null,"school":null,"contributors":["Dr. Pamela Lemoine","Dr. Michael D. Richardson","Dr. Eddie Obleton"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-01-01T08:00:00Z","date_published":"2015-01-01T08:00:00Z","updated_at":"2026-07-24T01:45:25Z","subjects":["African American Males","School Administrators","Freshman Academies","Education","Educational Assessment, Evaluation, and Research","Educational Leadership"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/200","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Pamela Lemoine","Dr. Michael D. Richardson","Dr. Eddie Obleton"]},{"key":"dc:creator","label":"Author","values":["Matthews, Willie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-04-28T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Counseling, Foundations & Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["African American Males","School Administrators","Freshman Academies","Education","Educational Assessment, Evaluation, and Research","Educational Leadership"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/200"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The significant impact of transitioning to ninth grade has necessitated the need to examine the effects of the secondary school structure on African American males. These students were often assumed to be capable of functioning and maintaining personal accountability within their new, less structured environment, as opposed to the structured setting they encountered in middle school (Ellerbrock & Kiefer, 2013). As a result, these adolescents encountered increased challenges often resulting in greater challenges and lack of motivation that does not cater to their learning and developmental needs (Ellerbrock & Kiefer).
Bethel (2012) indicated that environmental characteristics of the school setting impacted the success of African American students. According to Donner and Shockley (2010), the education system continues to fail to serve African American males because around 70% of these young men are not graduating high school with their incoming freshman class.
Kunjufu (2011) reported that only 12% of African American males are proficient in reading, 80% of African American male students are in special education, and 53% of African American males drop out of high school. The Schott Foundation for Public Education (2010) report revealed that the overall 2007/2008 graduation rate for African American males in the United States was only 47%. Less than 8% of African American males between the ages of 15 and 29 years were college graduates. This is in comparison to 17% of European Americans and 35% of Asian American males in this age group (Land, Mixon, Butcher, & Harris, 2014, P. 243).
"]},{"key":"dc:title","label":"Title","values":["An Examination of the Perception of School Administrators on the Effectiveness of Freshman Academies on the Academic Achievement of African American Males"]}]}],"canonical_facts":{"dc:contributor":["Dr. Pamela Lemoine","Dr. Michael D. Richardson","Dr. Eddie Obleton"],"dc:creator":["Matthews, Willie"],"dc:date.available":["2017-04-28T07:00:00Z"],"dc:description.abstract":["The significant impact of transitioning to ninth grade has necessitated the need to examine the effects of the secondary school structure on African American males. These students were often assumed to be capable of functioning and maintaining personal accountability within their new, less structured environment, as opposed to the structured setting they encountered in middle school (Ellerbrock & Kiefer, 2013). As a result, these adolescents encountered increased challenges often resulting in greater challenges and lack of motivation that does not cater to their learning and developmental needs (Ellerbrock & Kiefer).
Bethel (2012) indicated that environmental characteristics of the school setting impacted the success of African American students. According to Donner and Shockley (2010), the education system continues to fail to serve African American males because around 70% of these young men are not graduating high school with their incoming freshman class.
Kunjufu (2011) reported that only 12% of African American males are proficient in reading, 80% of African American male students are in special education, and 53% of African American males drop out of high school. The Schott Foundation for Public Education (2010) report revealed that the overall 2007/2008 graduation rate for African American males in the United States was only 47%. Less than 8% of African American males between the ages of 15 and 29 years were college graduates. This is in comparison to 17% of European Americans and 35% of Asian American males in this age group (Land, Mixon, Butcher, & Harris, 2014, P. 243).
"],"dc:identifier":["https://csuepress.columbusstate.edu/theses_dissertations/200"],"dc:language":["English"],"dc:subject":["African American Males","School Administrators","Freshman Academies","Education","Educational Assessment, Evaluation, and Research","Educational Leadership"],"dc:title":["An Examination of the Perception of School Administrators on the Effectiveness of Freshman Academies on the Academic Achievement of African American Males"],"thesis:degree_discipline":["Counseling, Foundations & Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T01:45:25Z"}