Examining Administrator Perceptions on the Success of a Ninth Grade Transition Model

Examining Administrator Perceptions on the Success of a Ninth Grade Transition Model by Felicia R. Walker MEd, Charleston Southern University, 2000 BS, South Carolina State University, 1996 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University January 2016 Abstract Ninth grade students are at a greater risk of dropping out of high school than are other grade-level populations. Factors such as a lack of academic preparedness, social and developmental changes, and the decline of parental support often result in 9th grade students falling behind in their academic work. Using holistic education as the conceptual framework, the goal of this intrinsic case study was to explore the perceptions of school and district office administrators on the impact that a 9th grade transition program has on the 9th grade retention and dropout rate of a high school located in the southeastern United States. The features of the 9th grade transition program (designated personnel, classes, location, and resources) were analyzed. Data collection occurred by a review of the school’s evaluation reports and one-on-one interviews using a purposeful sample with 4 school and district office administrators. Thematic analysis of data followed an open coding process to identify categories and themes. The findings indicated that the 9th grade transition program positively impacted student and school performance and revealed inconsistencies in the transition programs and services among the 3 high schools within the school district. The resulting project was a policy recommendation that advocates for the use of standard 9 grade best practices. This study contributes to positive social change through the implementation of a best practice policy recommendation, intended to reduce 9the grade retention and dropout rates of the students within the school district.Ninth grade students are at a greater risk of dropping out of high school than are other grade-level populations. Factors such as a lack of academic preparedness, social and developmental changes, and the decline of parental support often result in 9th grade students falling behind in their academic work. Using holistic education as the conceptual framework, the goal of this intrinsic case study was to explore the perceptions of school and district office administrators on the impact that a 9th grade transition program has on the 9th grade retention and dropout rate of a high school located in the southeastern United States. The features of the 9th grade transition program (designated personnel, classes, location, and resources) were analyzed. Data collection occurred by a review of the school’s evaluation reports and one-on-one interviews using a purposeful sample with 4 school and district office administrators. Thematic analysis of data followed an open coding process to identify categories and themes. The findings indicated that the 9th grade transition program positively impacted student and school performance and revealed inconsistencies in the transition programs and services among the 3 high schools within the school district. The resulting project was a policy recommendation that advocates for the use of standard 9 grade best practices. This study contributes to positive social change through the implementation of a best practice policy recommendation, intended to reduce 9the grade retention and dropout rates of the students within the school district. Examining Administrator Perceptions on the Success of a Ninth Grade Transition Model by Felicia R. Walker MEd, Charleston Southern University, 2000 BS, South Carolina State University, 1996 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University January 2016 Dedication This project study is dedicated to the memory of my lost loved ones and to my two aunts who never allowed me to endure their deaths alone. To my beloved grandmother, Luvern Dowling Nimmons; your support, love, prayers, and belief in me have always fueled my desire to win and be successful. I never wanted to let you down, and during the most difficult times of my doctoral journey, the memory that I have of you was the lamp beneath my feet. To my mother, Vernetha Walker, my sister, Jenelle, and my Aunt Gloria, the memories that I have of you and your struggles help me to find the strength to make it through some of my most difficult days and to always be grateful. To my Aunt Fanni and my Aunt Catherine, who love me as your own, thank you for being my constant support system and for helping overcome the perpetual feeling of being a motherless child. Acknowledgments The completion of my doctoral journey would not have been possible without the assistance of Dr. Maureen Ellis, my committee chair and Dr. Debra Graham, my second committee member. Dr. Ellis, your unrelenting support and guidance both professionally and personally helped me understand the “big picture” of the emotional roller coaster that this journey has been. I would also like to sincerely acknowledge my immediate supervisor and school leadership mentor, M. Dee Christopher, who not only allowed me to take time to work on my doctoral study, but has been an exceptional example of an effective school leader who consistently uses his personal and professional resources and abilities to promote positive social change for our students and school. I am truly honored and proud to call you my boss. Finally, I would like to express my deepest appreciation and gratitude to my friend Bettye (BJ) J. Fields who read my doctoral study drafts, helped me formulate ideas, and assisted me with the requirements of my job, dogs, and life in general. You have been everything for me when I needed it most.