Date of Award
Administrative and Instructional Leadership
Students’ transition from middle to high school is challenging on many levels. Research has shown that students who perform poorly academically during their freshman year are more likely to graduate later or drop out of school altogether. By studying the literature surrounding the transition to high school, I will identify elements of effective transition programs (the totality of transition activities a district employs). This will be a convergent mixed method study, where I will use Social Support theory as a framework to examine the statistical significance of faculty mentoring programs impact on grade student achievement during the 2018-2019 school year. I will survey principals and assistant principals in schools that have mentoring programs to assess the characteristics and perceived effectiveness of the programs. High schools in two suburban New York counties will be surveyed to assess the correlation, if any, that exists between number of hours spent in a faculty mentoring program, whether a school has a faculty/student mentoring program and percentage of economically disadvantaged students and the number of course failures in ninth grade during the 2018-2019 academic year. I will also study themes and patterns of established faculty mentoring programs.
Miller, Kevin, "THE STATISTICAL IMPACT OF FACULTY MENTORING PROGRAMS ON NINTH GRADE STUDENT ACHIEVEMENT" (2022). Theses and Dissertations. 501.