An evaluation of a personalized education program for at-risk ninth grade students.

摘要

Research suggests that, as students journey through high school, ninth grade is a pivotal year in determining success in academic performance (Black, 2004). The challenge of transition from middle school to high school---where grades are calculated, high school assessments count for graduation, and the need to grow from adolescence to adulthood becomes reality---is often met by students willing to accept the challenge. However, for some students who barely pass middle school, the transition into high school can be difficult, even overwhelming, and may lead to many of these students facing set-backs and getting off track for graduating on time. This qualitative case study selected a group of twenty at-risk, transitioning ninth grade students who were, in their first quarter, failing one or more core courses by progress report time. The purpose of this study was to "seek and to understand" what the needs are of at-risk transitioning ninth grade students; by developing and implementing a transitional intervention program pairing them with volunteered teachers who mentored, advised, tutored, and created a personalized education plan for each one, throughout their school year. Data was collected from mentor recorded open-ended questionnaires that analyzed the effectiveness of building relationships with at-risk ninth grade students, and evaluated whether or not educators, as mentors, could have a positive effect on the social and academic performance of their mentees. Data was also collected from the at-risk ninth grade mentees who answered a post reflective, qualitative open-ended questionnaire, regarding their assessment of working with an educator as a mentor throughout their ninth grade experience, and whether the mentorship helped them improve their social and academic performances. The findings of this study indicated that the mentor program had positive affects on the majority of the mentees. While, most of the mentors evaluated this program as being very beneficial in helping at-risk ninth grade students succeed as they journey through high school.