A case study analysis exploring the impact of ninth grade interventions and student outcomes
Date
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
ABSTRACT
Ninth grade is typically the year in which many adolescents become disengaged from school; consequently, problems with student truancy, absenteeism, disengagement, and failure often begin in the ninth grade year. Transitional problems in ninth grade also dramatically increase the likelihood that a student will drop out of high school before graduation (Alspaugh, 1998). Schools must look at ways to restructure the freshmen year to ease the transition of adolescents into high school and to improve their chances of earning a high school diploma. To aid in addressing/reducing the problems plaguing ninth graders, intervention programs that are designed to boost academic success are being sought. The purpose of this comparative case study is to provide descriptive analysis of Ninth Grade Interventions and student outcomes and the relationship to the Stage Environment Fit Theory. An analysis was conducted of three case studies to develop a common theme on the effects of Ninth Grade Interventions. Results did not yield a statistically significant relationship between ninth grade interventions and student achievement. Recommendations for future research included the need for a longitudinal study that explores ninth grade interventions at the end of four years, or even beyond high school.