Date of Award

12-1-2010

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

Abstract

The purpose of this study was to determine if the Academy Program of Fargo North High School helped students reach graduation, and to identify the respondents’ perceptions of the Academy Program of Fargo North High School. This study examined the relationship between respondents’ participation in the Academy Program in 9th grade and 10th grade and the Average Freshman Graduation Rate (AFGR) of their 9th grade cohort, respondents’ perceptions of the Academy Program, and the transition to their 11th grade year.

The research questions which guided this study were:

  1. What is the graduation rate of students in the Academy Program of Fargo North High School compared to their peers in their 9th grade cohort class four years after entering Fargo North High School?
  2. What elements of the Academy Program of Fargo North High School do students perceive helped them achieve graduation?
  3. What elements do students perceive having difficulty with as they transition out of the Academy Program of Fargo North High School into their 11th grade year in a traditional high school setting?

Out of the 68 students originally enrolled in the Academy Program during the 2006-2007 academic year, only 36 (52.9%) responded due to the limited ability of the researcher to collect data from transient students, transferred students, students who completed a GED instead of earning a diploma, and students who participated in other alternative schooling within the last four years.

The results were Academy Program students of Fargo North High School who started 9th grade in 2006-2007 and graduated in 2010 graduated at a lower rate (52.9%) Than non-Academy Program students (89.6%) who started 9th grade in 2006-2007 and graduated in 2010. For Academy Program students who reached graduation, increased time to work on homework during the school day supported them. Academy Program students indicated teachers cared about the academic success of the students. Modified block style classes which consisted of 100 minutes of instruction per day supported students. The Academy Program students would continue the program through the rest of their high school career if the program was offered in the junior and/or senior year.

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