Academically-Redshirted Males' Behavior and Academic Performance at the Middle School Level

Academically-Redshirted Males’ Behavior and Academic Performance at the Middle School Level by Cassandra Ricciardi Capadona MA, Walden University, 2010 BS, Regis University, 2003 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University December 2018 Abstract Male students appear not ready for middle school by exhibiting lower grades, learner disengagement, and/or behavior problems. The age in which male students initially enter school has not been fully investigated as a possible systemic issue of a lack of male student longitudinal success and learner engagement. The purpose of this quantitative study was to examine the differences between how academically redshirted male students performed academically and behaviorally compared to their non-academically redshirted grade mates at Grades 6-8. This study drew from the theories of early childhood constructivists: Piaget, Vygotsky, and Montessori. The research questions addressed the academic and behavioral differences between redshirted and non-academically redshirted students throughout Grades 6-8. Academic data, through numerical average and GPA, and behavioral data, through the total number of behavioral violations, from 1 archived school year were gathered for all male students in grades 6-8 (N=109). Students were grouped academically redshirted or non-academically redshirted based on age of school entry. A series of independent t tests were performed on all academic and behavioral data for each of the respective grades and sets of student data. Findings revealed differences in how redshirted versus non-academically redshirted students performed; however, these findings revealed no statistically significant difference. The results of this study provided evidence to support a correlation between when male students formally enter school and male academic and behavioral success. These findings lead to positive social change for school communities, specifically parents/guardians and school officials, by providing necessary data to drive decisions regarding school entry age and its longitudinal effects at the middle school level.Male students appear not ready for middle school by exhibiting lower grades, learner disengagement, and/or behavior problems. The age in which male students initially enter school has not been fully investigated as a possible systemic issue of a lack of male student longitudinal success and learner engagement. The purpose of this quantitative study was to examine the differences between how academically redshirted male students performed academically and behaviorally compared to their non-academically redshirted grade mates at Grades 6-8. This study drew from the theories of early childhood constructivists: Piaget, Vygotsky, and Montessori. The research questions addressed the academic and behavioral differences between redshirted and non-academically redshirted students throughout Grades 6-8. Academic data, through numerical average and GPA, and behavioral data, through the total number of behavioral violations, from 1 archived school year were gathered for all male students in grades 6-8 (N=109). Students were grouped academically redshirted or non-academically redshirted based on age of school entry. A series of independent t tests were performed on all academic and behavioral data for each of the respective grades and sets of student data. Findings revealed differences in how redshirted versus non-academically redshirted students performed; however, these findings revealed no statistically significant difference. The results of this study provided evidence to support a correlation between when male students formally enter school and male academic and behavioral success. These findings lead to positive social change for school communities, specifically parents/guardians and school officials, by providing necessary data to drive decisions regarding school entry age and its longitudinal effects at the middle school level. Academically-Redshirted Males’ Behavior and Academic Performance at the Middle School Level by Cassandra Ricciardi Capadona MA, Walden University, 2010 BS, Regis University, 2003 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University December 2018 Dedication This dissertation study is dedicated to my family. My mother had a simple motto: finish what you start. I knew when I declared to my husband (upon the immediate return from my honeymoon) that I wanted to pursue a doctorate that I might be tackling a bit too much; however, I also knew that this was something that was important to me and that I needed to simply start the process. Well start the process I did and soon came to the sticking part-the proposal and the actual project study. Within that same time frame I found out that we were expecting our first bundle of joy and thought this is okaythis will be done, and I can do it all. That was not as easy as I thought, and the process took a halting pace. Family struggles and life got in the way of my dream of finishing and I was not sure if I ever would get back on track. I thought perhaps this was not meant to be, but there was one person who always believed it would get done and one person who kept that tiny voice alive within me, my mom, and that message of finishing what we set out to do kept resounding until I knew there was only one way to go-I had to finish this and see it through. Mom, may you know that the hard work ethic that you have instilled in each of us has and will always win out. Dad, may you know that your steadfast belief in me to be and do anything has and will always motivate me. To my sister, Kate, you inspire me each day. Lou, my husband and partner, you pushed me and helped me find the inner strength to persevere when I did not think it was possible. Most of all, my children, may you both believe in the promise of tomorrow and follow your own dreams wherever they may lead you and may you always know the importance of finishing what you start. Acknowledgments With a grateful heart, I would like to thank my professor and chair, Dr. Babb. From the very first conversation I had with Dr. Babb I knew two things: 1. ) I was going to work harder than I had possibly ever had to work academically in my life and 2. ) This was going to get done because she was going to be there right alongside me. If it was not for Dr. Babb’s constant support, guidance, and mentoring this dissertation study would not have been possible. I have worked with many chairs, professors, and people in the academic world and the respect and dedication that Dr. Babb has and shows is remarkable. Next, I would like to acknowledge and thank both Dr. Dass and Dr. Keeley. Without their help and support this dissertation process would have been impossible. Additionally, I have had the benefit of many staff members at the research site and beyond who have dedicated themselves to helping ensure the success of this project study. Thank you to the assistant superintendent of schools at the research site for ensuring that this study pass the local board by helping to give it the personal and professional approval needed to move forward. Thank you for believing in the process and taking the time to listen along the way. Thank you to Matt Ishibashi, Ken Stokum, Roz Goldsmith, Kathy Seetoo, Karryne MacLean, and Megan Davis. Lastly, I wish to ultimately thank the person that was my eyes when I could not see my own grammatical errors and the person that I trusted with this project from the very beginning, Gina Mancini. She is unstoppable and pushed me day in and day out to produce better work and get it done. Thank you, Gina, may you always know that you are an angel to everyone you meet you have given me wings and for that I am and will be forever indebted to you. i Table of