The purpose of this study was to compare the achievement of students who participated in a freshman academy program to the achievement of those who participated in the traditional high school curriculum. The researcher used grade point average and composite ACT score as determinants of achievement. The population consisted of the graduating classes of 2009 and 2010 at one East Tennessee high school. Independent sample t tests evaluated the relationship between achievement and type of freshman experience. The independent variables were participation in the freshman academy, being male, being female, and race. The dependent variables were grade point average and ACT composite score. The researcher made comparisons between all students, female students, male students, African American students, and white students in both programs.
The quantitative findings revealed that males who participated in the freshmen academy achieved at a significantly higher rate than males who did not. In addition, the findings indicated white students who participated in the academy performed at a significantly higher rate than African American students who participated in the academy. There were no significant differences in the achievement of the entire population of each class, female students, white students, or African American students.
","abstract_html":"<p>The purpose of this study was to compare the achievement of students who participated in a freshman academy program to the achievement of those who participated in the traditional high school curriculum. The researcher used grade point average and composite ACT score as determinants of achievement. The population consisted of the graduating classes of 2009 and 2010 at one East Tennessee high school. Independent sample <em>t</em> tests evaluated the relationship between achievement and type of freshman experience. The independent variables were participation in the freshman academy, being male, being female, and race. The dependent variables were grade point average and ACT composite score. The researcher made comparisons between all students, female students, male students, African American students, and white students in both programs.</p><p>The quantitative findings revealed that males who participated in the freshmen academy achieved at a significantly higher rate than males who did not. In addition, the findings indicated white students who participated in the academy performed at a significantly higher rate than African American students who participated in the academy. There were no significant differences in the achievement of the entire population of each class, female students, white students, or African American students.</p>","abstract_has_math":false,"creators":["Leonard, April Campbell"],"institution":null,"degree_name":"EdD (Doctor of Education)","degree_level":"Dissertation - unrestricted","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T07:00:00Z","date_published":"2011-05-07T07:00:00Z","updated_at":"2026-07-24T02:20:06Z","subjects":["Females","Males","Race","Achievement","Freshman Academy","Curriculum and Instruction","Education","Educational Administration and Supervision"],"languages":[],"rights":["Copyright by the authors."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dc.etsu.edu/etd/1250","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Leonard, April Campbell"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["1990-01-01T08:00:00Z"]},{"key":"dc:date.issued","label":"Date","values":["2011-05-07T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - unrestricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD (Doctor of Education)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Females","Males","Race","Achievement","Freshman Academy","Curriculum and Instruction","Education","Educational Administration and Supervision"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright by the authors."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dc.etsu.edu/context/etd/article/2441/viewcontent/LeonardA040611f.pdf","https://dc.etsu.edu/etd/1250"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to compare the achievement of students who participated in a freshman academy program to the achievement of those who participated in the traditional high school curriculum. The researcher used grade point average and composite ACT score as determinants of achievement. The population consisted of the graduating classes of 2009 and 2010 at one East Tennessee high school. Independent sample t tests evaluated the relationship between achievement and type of freshman experience. The independent variables were participation in the freshman academy, being male, being female, and race. The dependent variables were grade point average and ACT composite score. The researcher made comparisons between all students, female students, male students, African American students, and white students in both programs.
The quantitative findings revealed that males who participated in the freshmen academy achieved at a significantly higher rate than males who did not. In addition, the findings indicated white students who participated in the academy performed at a significantly higher rate than African American students who participated in the academy. There were no significant differences in the achievement of the entire population of each class, female students, white students, or African American students.
"]},{"key":"dc:title","label":"Title","values":["Comparative Achievement of Students in a Freshman Academy with Those Not in a Freshman Academy by Race and Gender in One East Tennessee High School."]}]}],"canonical_facts":{"dc:creator":["Leonard, April Campbell"],"dc:date.available":["1990-01-01T08:00:00Z"],"dc:date.issued":["2011-05-07T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to compare the achievement of students who participated in a freshman academy program to the achievement of those who participated in the traditional high school curriculum. The researcher used grade point average and composite ACT score as determinants of achievement. The population consisted of the graduating classes of 2009 and 2010 at one East Tennessee high school. Independent sample t tests evaluated the relationship between achievement and type of freshman experience. The independent variables were participation in the freshman academy, being male, being female, and race. The dependent variables were grade point average and ACT composite score. The researcher made comparisons between all students, female students, male students, African American students, and white students in both programs.
The quantitative findings revealed that males who participated in the freshmen academy achieved at a significantly higher rate than males who did not. In addition, the findings indicated white students who participated in the academy performed at a significantly higher rate than African American students who participated in the academy. There were no significant differences in the achievement of the entire population of each class, female students, white students, or African American students.
"],"dc:identifier":["https://dc.etsu.edu/context/etd/article/2441/viewcontent/LeonardA040611f.pdf","https://dc.etsu.edu/etd/1250"],"dc:rights":["Copyright by the authors."],"dc:subject":["Females","Males","Race","Achievement","Freshman Academy","Curriculum and Instruction","Education","Educational Administration and Supervision"],"dc:title":["Comparative Achievement of Students in a Freshman Academy with Those Not in a Freshman Academy by Race and Gender in One East Tennessee High School."],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - unrestricted"],"thesis:degree_name":["EdD (Doctor of Education)"]},"updated_at":"2026-07-24T02:20:06Z"}