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International Journal of Education Policy and Leadership, v5 n3 p1-9 2010

This study focused on student achievement in ninth grade schools or academies compared to ninth grade students enrolled in traditional high schools. Student achievement was measured by standardized test scores. Other variables tested were gender and ethnicity. All students used in this study were enrolled in the ninth grade during the 2005-2006 school year at one of six schools selected for this research. Participants were enrolled in Algebra I and/or Biology I course(s) and therefore took the standardized Subject Area Test in these disciplines. Data indicated students enrolled in ninth grade academies scored significantly higher then ninth graders enrolled in traditional high schools on both the Algebra I and Biology test. Further analysis of data revealed significant differences based on ethnicity in achievement of Biology I students in the ninth grade academies when compared to the Biology I students in the traditional high schools. The African American students in the ninth grade academies had a higher mean score on the Biology I SAPT than Caucasian and African American students enrolled in the traditional high schools. Additionally, the Caucasian students in the ninth grade academies scored only 0.03 higher than the mean score of African American students in the ninth grade academies. (Contains 5 tables.)

Descriptors: African American Students, High Schools, Ethnicity, Standardized Tests, Academic Achievement, Biology, Grade 9, Algebra, White Students, High School Students, Comparative Analysis, Scores, Mathematics Achievement, Science Achievement, Racial Differences, Career Academies, Gender Differences, Hispanic American Students, Asian American Students

Association for Supervision and Curriculum Development, Faculty of Education at Simon Fraser University, and College of Education and Human Development at George Mason University. Web site: http://journals.sfu.ca/ijepl/index.php/ijepl





Autor: Styron, Ronald Anthony; Peasant, Eddie J.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=3521&id=EJ898895







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