Using Innovative Technical Solutions as an Intervention for At Risk Students: A Meta–Cognitive Statistical Analysis to Determine the Impact of Ninth Grade Freshman Academies, Centers, and Center Models upon Minority Student Retention and Achievement

James Edward Osler II*, Carl Waden**
* North Carolina Central University, Carl Waden, Southeastern Baptist Theological Seminary.
** Assistant Principal, Eastern Alamance High School, Mebane.
Periodicity:September - November'2012
DOI : https://doi.org/10.26634/jsch.8.2.2023

Abstract

This paper provides an active discourse on the use of innovative solutions to conduct an in—depth investigation on the success and viability of 9th Grade Freshman Academies, Centers, and Center Models to aid in the retention of at risk students. These types of academic programs provide an active solution for the retention and projected completion of High School by minority students. The research methodology used in this study is Meta—Cognitive Analysis. This novel approach to data analysis is a mixed methods research design that involves the holistic combination and in—depth comparison of qualitative and quantitative data.

Keywords

At–Risk, Drop–Out, 9th Grade Freshman Academies, Centers, Center Models, Meta–Cognitive Analysis, and North Carolina Department of Public Instruction (NCDPI).

How to Cite this Article?

Osler ,J.E. and Waden,C. (2012). Using Innovative Technical Solutions As An Intervention For At Risk Students: A Meta–Cognitive Statistical Analysis To Determine The Impact Of Ninth Grade Freshman Academies, Centers, And Center Models Upon Minority Student Retention And Achievement.i-manager’s Journal on School Education Technology, 8(2), 11-23. https://doi.org/10.26634/jsch.8.2.2023

References

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