Date of Award

2011

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

John W. Hill

Second Advisor

Jeanne L. Surface

Third Advisor

Neal F. Grandgenett

Abstract

No significant difference in beginning ninth-grade pretest compared to ending ninth-grade posttest comparisons of American History t (17) = 0.34, p = .37 (one-tailed), d = 0.09, English t (17) = 1.40, p = .09 (one-tailed), d = 0.34, and Biology (t (17) = -1.58, p = .07 (one-tailed), d = -0.22, course grade scores were observed for students at-risk who accepted optional summer transition to high school program participation and completed the required school year long placement on a core content team. Students at-risk who refused optional summer transition to high school program participation but completed the required school year long placement on a core content team also had no significant pretest-posttest course grade score comparisons for American History t (7) = 1.34, p = .11 (one-tailed), d = 0.45, English t (7) = -0.75, p = .24 (one-tailed), d = -0.26, and Biology t (7) = 1.00, p = .18 (one-tailed), d = 0.08. However, null hypotheses were rejected for pretest-posttest comparisons of math course grade scores in the direction of course grade digression for optional summer transition to high school program accepters t (17) = 2.80, p = .01 (one-tailed), d = 0.50 and students who refused to participate t (7) = 2.55, p = .02 (one-tailed), d = 0.60. No significant posttest-posttest grade score comparisons were found. Overall, students of both groups completed the school year with average achievement grade scores in American History, English, and biology. Finally, given the statistical equipoise observed for school engagement frequencies and reported no office referral compared to reported office referral frequencies it may be said that both groups of at-risk students, those who refused and those who accepted optional summer transition to high school program participation and completed the required school year long placement on a core content team were equally well served by the required school year long placement on a core content team.

Comments

Department formerly called Educational Administration and Supervision.

A Dissertation Presented to the Faculty of The Graduate College of the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Education Major: Educational Administration.

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