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Determining the Outcomes of an Innovative Solution for At Risk Students: Using the Tri–Squared Test as Advanced Statistical Analysis to Verify 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:March - May'2013
DOI : https://doi.org/10.26634/jsch.8.4.2246

Abstract

This paper discusses the implementation of the Tri–Squared Test as one of many advanced statistical measures used to verify and validate the outcomes of an initial study on academic professional’s perspectives on the use, success, and viability of 9^th Grade Freshman Academies, Centers, and Center Models. The initial research investigation published in iManager’s Journal on School Educational Technology determined that academician’s view these types of academic programs as positive solutions that aid in the retention and projected completion of High School minority “At–Risk” students. This advanced approach to data analysis is a transformative mixed methods research design that involves the in–depth comparison of the initial research qualitative and quantitative outcomes and establishes the validity and reliability of the researcher’s instrument.

Keywords

Advanced Statistics, At–Risk, Cramér’s V, Drop–Out, Goodman & Kruskal’s Lambda, 9th Grade Freshman Academies, Centers, Center Models, Meta–Cognitive Analysis, and Tri–Squared Test .

How to Cite this Article?

Osler,J. E., Waden.C.(2013Determining The Outcomes Of An Innovative Solution For At Risk Students: Using The Tri–Squared Test As Advanced Statistical Analysis To Verify 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(4), 6-15. https://doi.org/10.26634/jsch.8.4.2246

References

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[8]. Osler, J. E. & 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. September – November i-manager's (International) Journal on School Educational Technology. Vol. 7, No 3.

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[11]. Snell, J. C. & Marsh M. (2003). Meta–cognitive analysis: an alternative to literature reviews and meta–analysis for the sciences and the arts, Education, Vol. 124. Winter, 2003.

[12]. Waden, Carl (2011). “The Impact of Freshman Academies Upon Ninth Grade Minority Student Achievement”. Southeastern Baptist Theological Seminary, Wake Forest, NC.

[13]. Wise, Bob. (2008). High Schools at the Tipping Point. Educational Leadership, 65 (8): 8–13.

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Determining the Outcomes of an Innovative Solution for At Risk Students: Using the Tri–Squared Test as Advanced Statistical Analysis to Verify the Impact of Ninth Grade Freshman Academies, Centers, and Center Models upon Minority Student Retention and Achievement

Abstract

Keywords

How to Cite this Article?

References

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