Date of Award
5-2011
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Executive Leadership
First Supervisor
Guillermo Montes
Second Supervisor
Marie Cianca
Abstract
New York State high school principals are implementing a variety of practices to support ninth grade transition. Principals from across the State of New York were surveyed to identify the practices that are being implemented and the practices they would use if afforded the necessary resources. This state-wide study sought to gather information regarding characteristics of schools, their districts and the likelihood that schools with similar characteristics would choose similar organizational practices. A k cluster analysis was used to identify three cluster groups based on the practices being implemented by each respondent. The three clusters were categorized using the following labels: Extenders, Collaborators, or Low Implementers. A multinomial logic regression model was then used to determine the likelihood of demographic variables having any correlation with the groupings. This analysis revealed Low-Implementers as more likely to be schools with less than 25% of their students receiving free and reduced priced lunch (FARPL). Results of this study are relevant to educational leaders and policy makers seeking to identify practices most commonly used to support ninth grade transition and those practices principals would want to implement if afforded the necessary resources.
Recommended Citation
Boshnack, Dana, "Ninth Grade Transition: Practices Used by New York State High School Principals to Support Student Achievement During Ninth grade" (2011). Education Doctoral. Paper 30.
https://fisherpub.sjf.edu/education_etd/30
Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations.