This study is a comparison of the implementation and development of a Freshman Academy in a school in a rural parish and in a suburban city in an adjacent parish in North Louisiana. The researcher examined the effects that the Freshman Academy had on ninth grade iLEAP test scores in English Language Arts and mathematics, ninth to tenth grade promotion rates, ninth grade attendance, ninth grade core course failures, ninth grade dropouts, ninth grade suspensions, and ninth grade expulsions at both types of schools. Qualitative data were analyzed to ascertain whether or not the Freshman Academy supported a positive ninth grade experience.;In this study, qualitative interviews were collected at both schools as a cross section of ninth graders were interviewed. Results of these interviews were quantified into themes as gender and ethnicity were deemed important factors. Results were coded, quantified, and analyzed. The uses of general descriptive statistics were used to determine percentages within gender and race.;The quantitative data obtained in an End-of-the-Year Report were analyzed to ascertain if there was a difference in the percentage of students at Basic or Above in English Language Arts and mathematics at both the rural and the suburban schools. Quantitative data were used to determine if there was a difference in the percentage of ninth grade promotion rates, attendance, core course failures, ninth grade dropouts, suspensions, and expulsions of students who participated in a Freshman Academy and who participated in a traditional ninth grade class.;The students in the Freshman Academy at both School (A) and at School (B) outperformed students on the iLEAP in ELA and mathematics when compared to students in previous traditional ninth grade classes. School (A) had a separate principal and guidance counselor for the Freshman Academy, and the teachers participated in teacher teaming. A separate wing was used to house the freshman at School (A) and a Freshman Year Success Class (FRYS) and credit recovery were offered. The Freshman Academy teachers conducted 87 parent-teacher conferences in which all teachers from the students' team attended. Also, Freshman Orientation was held in the summer prior to the implementation of the Freshman Academy.;School (B) also had a separate Freshman Academy principal and guidance counselor where the students participated in PLATO Learning. Freshman Orientation was held the summer prior to the Freshman Academy. A ninth grade recognition program was held every six weeks to reward freshman for outstanding achievement. A freshman newsletter was sent home to the freshman at School (B) every six weeks, and the Freshman Academy guidance counselor conducted group sessions with the freshman on a variety of topics. The researcher found that School (A) and School (B) developed and implemented programs that positively affected student achievement which also helped to decrease the dropout rate at each school.
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