As state requirements for academic achievement continue to become more rigorous, school administrators and counselors strive to create positive school environments. Therefore, administrators and counselors must find creative incentive programs tailored to meet the needs of respective school settings, such as the Jostens Renaissance incentive program. The purpose of this study was to examine the efficacy of the Jostens Renaissance education incentive program at one Title I high school in Southwest Florida by studying the relationship among students’ GPAs, attendance, and disciplinary issues before participation in the program. The evaluation was a quantitative, quasi-experimental design that utilized pre-existing data of students at a Florida high school. Seventy-nine students participated in the Jostens Renaissance incentive program between 2019 to 2020 in the span of one school semester. Quantitative data showed the participants’ demographics of race, ethnicity, grade level, and academic information. A pretest/posttest design showed the impact of the Jostens Renaissance incentive program on students’ GPAs, attendance, and disciplinary issues. Results showed a significant increase in GPA and significant decrease in days absent and number of discipline cards occurred before and after the implementation of the Jostens Renaissance Program. Therefore, the program was successful at improving students’ goals.
","abstract_html":"<p>As state requirements for academic achievement continue to become more rigorous, school administrators and counselors strive to create positive school environments. Therefore, administrators and counselors must find creative incentive programs tailored to meet the needs of respective school settings, such as the Jostens Renaissance incentive program. The purpose of this study was to examine the efficacy of the Jostens Renaissance education incentive program at one Title I high school in Southwest Florida by studying the relationship among students’ GPAs, attendance, and disciplinary issues before participation in the program. The evaluation was a quantitative, quasi-experimental design that utilized pre-existing data of students at a Florida high school. Seventy-nine students participated in the Jostens Renaissance incentive program between 2019 to 2020 in the span of one school semester. Quantitative data showed the participants’ demographics of race, ethnicity, grade level, and academic information. A pretest/posttest design showed the impact of the Jostens Renaissance incentive program on students’ GPAs, attendance, and disciplinary issues. Results showed a significant increase in GPA and significant decrease in days absent and number of discipline cards occurred before and after the implementation of the Jostens Renaissance Program. Therefore, the program was successful at improving students’ goals.</p>","abstract_has_math":false,"creators":["Buchanan, Saneik"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Counselor Education and Supervision","degree_department":null,"school":null,"contributors":["Dr. Caroline Perjessy","Dr. Donna Kirkpatrick-Pinson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-09-01T07:00:00Z","date_published":"2020-09-01T07:00:00Z","updated_at":"2026-07-24T03:20:57Z","subjects":["GPA","Attendance","Discipline","Renaissance","Implementation","School Climate and Culture","Incentives","Motivation","Academic Advising","Counseling","Curriculum and Instruction","Educational Administration and Supervision","Other Social and Behavioral Sciences","Secondary Education","Student Counseling and Personnel Services"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/514","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Caroline Perjessy","Dr. Donna Kirkpatrick-Pinson"]},{"key":"dc:creator","label":"Author","values":["Buchanan, Saneik"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-09-12T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Counselor Education and Supervision"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["GPA","Attendance","Discipline","Renaissance","Implementation","School Climate and Culture","Incentives","Motivation","Academic Advising","Counseling","Curriculum and Instruction","Educational Administration and Supervision","Other Social and Behavioral Sciences","Secondary Education","Student Counseling and Personnel Services"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/514"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["As state requirements for academic achievement continue to become more rigorous, school administrators and counselors strive to create positive school environments. Therefore, administrators and counselors must find creative incentive programs tailored to meet the needs of respective school settings, such as the Jostens Renaissance incentive program. The purpose of this study was to examine the efficacy of the Jostens Renaissance education incentive program at one Title I high school in Southwest Florida by studying the relationship among students’ GPAs, attendance, and disciplinary issues before participation in the program. The evaluation was a quantitative, quasi-experimental design that utilized pre-existing data of students at a Florida high school. Seventy-nine students participated in the Jostens Renaissance incentive program between 2019 to 2020 in the span of one school semester. Quantitative data showed the participants’ demographics of race, ethnicity, grade level, and academic information. A pretest/posttest design showed the impact of the Jostens Renaissance incentive program on students’ GPAs, attendance, and disciplinary issues. Results showed a significant increase in GPA and significant decrease in days absent and number of discipline cards occurred before and after the implementation of the Jostens Renaissance Program. Therefore, the program was successful at improving students’ goals.
"]},{"key":"dc:title","label":"Title","values":["The Evaluation of the Jostens Renaissance Incentive Program and the Impact it has on Students at a Southwest Florida High School"]}]}],"canonical_facts":{"dc:contributor":["Dr. Caroline Perjessy","Dr. Donna Kirkpatrick-Pinson"],"dc:creator":["Buchanan, Saneik"],"dc:date.available":["2021-09-12T07:00:00Z"],"dc:description.abstract":["As state requirements for academic achievement continue to become more rigorous, school administrators and counselors strive to create positive school environments. Therefore, administrators and counselors must find creative incentive programs tailored to meet the needs of respective school settings, such as the Jostens Renaissance incentive program. The purpose of this study was to examine the efficacy of the Jostens Renaissance education incentive program at one Title I high school in Southwest Florida by studying the relationship among students’ GPAs, attendance, and disciplinary issues before participation in the program. The evaluation was a quantitative, quasi-experimental design that utilized pre-existing data of students at a Florida high school. Seventy-nine students participated in the Jostens Renaissance incentive program between 2019 to 2020 in the span of one school semester. Quantitative data showed the participants’ demographics of race, ethnicity, grade level, and academic information. A pretest/posttest design showed the impact of the Jostens Renaissance incentive program on students’ GPAs, attendance, and disciplinary issues. Results showed a significant increase in GPA and significant decrease in days absent and number of discipline cards occurred before and after the implementation of the Jostens Renaissance Program. Therefore, the program was successful at improving students’ goals.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/514"],"dc:subject":["GPA","Attendance","Discipline","Renaissance","Implementation","School Climate and Culture","Incentives","Motivation","Academic Advising","Counseling","Curriculum and Instruction","Educational Administration and Supervision","Other Social and Behavioral Sciences","Secondary Education","Student Counseling and Personnel Services"],"dc:title":["The Evaluation of the Jostens Renaissance Incentive Program and the Impact it has on Students at a Southwest Florida High School"],"thesis:degree_discipline":["Counselor Education and Supervision"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:57Z"}