Description: The purpose of the study was to determine the extent to which a credit recovery program improved the academic success for high school freshmen. For the purpose of this study, academic success was defined as whether or not the student advanced from 9th to 10th grade. A total of 255 students from two junior high schools and one comprehensive high school were included in the study. Independent variables included program, gender, ethnicity, socioeconomic status, TAKS Reading/Language Arts results, and TAKS Mathematics results. A review of related literature provided background information regarding the issues surrounding high school freshmen, dropouts, grade retention, and effective intervention programs. This quantitative study utilized descriptive statistics and logistic regression to analyze the relationship between the independent variables and student success as measured by whether or not the student advanced from ninth to tenth grade. In addition, the study examined the odds of success if participating in the credit recovery program. Sources of data included Incomplete and Failure Listing, Ninth Grade Advisor Listing, Tenth Grade Advisory Listing, and the Student Roster-Fall Collection. The Ninth Grade Success Initiative Program Evaluation for Cycles 6, 7, and 9 provided the individual student results of participation in the program. Levels of significance were set at the .05 level. The findings of this study indicated that no statistically significant relationship existed between participation in the credit recovery program, gender, ethnicity, socioeconomic status, TAKS Reading/Language Arts results, TAKS Mathematics results, and advancing from 9th to 10th grade. It was concluded that further study would be needed to determine the most effective means for providing academic assistance to ninth grade students.
Date: December 2003
Creator: Christian, Fredelyn Walters
Partner: UNT Libraries