One purpose of this study was to compare outcomes of students who were part of a 9th grade academy during their freshman year with outcomes of students who were not part of a 9th grade academy during their freshman year. Student outcomes are defined for this study to include attendance, promotion rate to 10th grade on time, in-school suspension assignments, Algebra I End-of-Course exam scores, and English I End-of-Course exam scores. The second purpose of this study was to compare outcomes of 10th grade students who were part of a 9th grade academy during their freshman year with outcomes of 10th grade students who were not part of a 9th grade academy during their freshman year. 10th grade student outcomes are defined for this study to include attendance, promotion rate to 11th grade on time, and in-school suspension assignments. Data were collected from a high school located in Western North Carolina over a period of 4 years (2007 - 2011). Independent samples t-tests and one-way Chi Square analyses were used to make comparisons for each outcome of the study. Based on the findings of this study, the promotion rate of 9th grade students to 10th grade on time increased after the implementation of the 9th grade academy. In-school suspension assignments for 10th grade students who were part of a 9th grade academy during their freshman year were also less when compared to those of 10th grade students who were not part of a 9th grade academy. Ninth and 10th grade students who were part of a 9th grade academy tended to have more absences than 9th and 10th grade students who were not part of a 9th grade academy. Little difference was found in the other outcomes of the study.
","abstract_html":"<p>One purpose of this study was to compare outcomes of students who were part of a 9<sup>th</sup> grade academy during their freshman year with outcomes of students who were not part of a 9<sup>th</sup> grade academy during their freshman year. Student outcomes are defined for this study to include attendance, promotion rate to 10<sup>th</sup> grade on time, in-school suspension assignments, Algebra I End-of-Course exam scores, and English I End-of-Course exam scores. The second purpose of this study was to compare outcomes of 10<sup>th</sup> grade students who were part of a 9<sup>th</sup> grade academy during their freshman year with outcomes of 10<sup>th</sup> grade students who were not part of a 9<sup>th</sup> grade academy during their freshman year. 10<sup>th</sup> grade student outcomes are defined for this study to include attendance, promotion rate to 11<sup>th</sup> grade on time, and in-school suspension assignments. Data were collected from a high school located in Western North Carolina over a period of 4 years (2007 - 2011). Independent samples t-tests and one-way Chi Square analyses were used to make comparisons for each outcome of the study. Based on the findings of this study, the promotion rate of 9<sup>th</sup> grade students to 10<sup>th</sup> grade on time increased after the implementation of the 9<sup>th</sup> grade academy. In-school suspension assignments for 10<sup>th</sup> grade students who were part of a 9<sup>th</sup> grade academy during their freshman year were also less when compared to those of 10<sup>th</sup> grade students who were not part of a 9<sup>th</sup> grade academy. Ninth and 10<sup>th</sup> grade students who were part of a 9<sup>th</sup> grade academy tended to have more absences than 9<sup>th</sup> and 10<sup>th</sup> grade students who were not part of a 9<sup>th</sup> grade academy. Little difference was found in the other outcomes of the study.</p>","abstract_has_math":false,"creators":["Samuelson, Monet Calloway"],"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":"2011-12-17T08:00:00Z","date_published":"2011-12-17T08:00:00Z","updated_at":"2026-07-24T02:20:14Z","subjects":["Freshman Academy","Ninth Grade Academy","Transition Issues","High School Dropout","School Reform","Small Learning Communities","Education","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research"],"languages":[],"rights":["Copyright by the authors."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dc.etsu.edu/etd/1365","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Samuelson, Monet Calloway"]}]},{"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":["2011-12-17T08:00:00Z"]},{"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":["Freshman Academy","Ninth Grade Academy","Transition Issues","High School Dropout","School Reform","Small Learning Communities","Education","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research"]}]},{"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/2556/viewcontent/SamuelsonM112311f.pdf","https://dc.etsu.edu/etd/1365"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["One purpose of this study was to compare outcomes of students who were part of a 9th grade academy during their freshman year with outcomes of students who were not part of a 9th grade academy during their freshman year. Student outcomes are defined for this study to include attendance, promotion rate to 10th grade on time, in-school suspension assignments, Algebra I End-of-Course exam scores, and English I End-of-Course exam scores. The second purpose of this study was to compare outcomes of 10th grade students who were part of a 9th grade academy during their freshman year with outcomes of 10th grade students who were not part of a 9th grade academy during their freshman year. 10th grade student outcomes are defined for this study to include attendance, promotion rate to 11th grade on time, and in-school suspension assignments. Data were collected from a high school located in Western North Carolina over a period of 4 years (2007 - 2011). Independent samples t-tests and one-way Chi Square analyses were used to make comparisons for each outcome of the study. Based on the findings of this study, the promotion rate of 9th grade students to 10th grade on time increased after the implementation of the 9th grade academy. In-school suspension assignments for 10th grade students who were part of a 9th grade academy during their freshman year were also less when compared to those of 10th grade students who were not part of a 9th grade academy. Ninth and 10th grade students who were part of a 9th grade academy tended to have more absences than 9th and 10th grade students who were not part of a 9th grade academy. Little difference was found in the other outcomes of the study.
"]},{"key":"dc:title","label":"Title","values":["Student Outcomes and the Implementation of a Ninth Grade Academy in a Western North Carolina High School."]}]}],"canonical_facts":{"dc:creator":["Samuelson, Monet Calloway"],"dc:date.available":["1990-01-01T08:00:00Z"],"dc:date.issued":["2011-12-17T08:00:00Z"],"dc:description.abstract":["One purpose of this study was to compare outcomes of students who were part of a 9th grade academy during their freshman year with outcomes of students who were not part of a 9th grade academy during their freshman year. Student outcomes are defined for this study to include attendance, promotion rate to 10th grade on time, in-school suspension assignments, Algebra I End-of-Course exam scores, and English I End-of-Course exam scores. The second purpose of this study was to compare outcomes of 10th grade students who were part of a 9th grade academy during their freshman year with outcomes of 10th grade students who were not part of a 9th grade academy during their freshman year. 10th grade student outcomes are defined for this study to include attendance, promotion rate to 11th grade on time, and in-school suspension assignments. Data were collected from a high school located in Western North Carolina over a period of 4 years (2007 - 2011). Independent samples t-tests and one-way Chi Square analyses were used to make comparisons for each outcome of the study. Based on the findings of this study, the promotion rate of 9th grade students to 10th grade on time increased after the implementation of the 9th grade academy. In-school suspension assignments for 10th grade students who were part of a 9th grade academy during their freshman year were also less when compared to those of 10th grade students who were not part of a 9th grade academy. Ninth and 10th grade students who were part of a 9th grade academy tended to have more absences than 9th and 10th grade students who were not part of a 9th grade academy. Little difference was found in the other outcomes of the study.
"],"dc:identifier":["https://dc.etsu.edu/context/etd/article/2556/viewcontent/SamuelsonM112311f.pdf","https://dc.etsu.edu/etd/1365"],"dc:rights":["Copyright by the authors."],"dc:subject":["Freshman Academy","Ninth Grade Academy","Transition Issues","High School Dropout","School Reform","Small Learning Communities","Education","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research"],"dc:title":["Student Outcomes and the Implementation of a Ninth Grade Academy in a Western North Carolina High School."],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - unrestricted"],"thesis:degree_name":["EdD (Doctor of Education)"]},"updated_at":"2026-07-24T02:20:14Z"}