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Description
Inner city high schools today are struggling to create and maintain connections between students' values and schools requirements. Schools attempt to develop ways to help students become a vital part of the school community and provide them with resources to be successful both socially and academically. This study examined how an urban high school in the southwest implemented an academic advisory program to build and maintain the student/school relationship along with hoping to provide the resources to help increase student achievement in core academic programs. Research has identified the importance relationships have on academic achievement and the strong bonds that need to be developed with students and those there to support them. Previous attempts to provide students with the academic support through traditional tutoring in after-school programs have not proven to be successful in providing support students need. These after school tutoring programs have multiple challenges including being voluntary and students having other commitments they are involved with. Incorporating academic advisory programs during the school day is an attempt to overcome these challenges that are experienced with other programs. Using math and English course letter grade distribution comparisons were made to determine if changes in academic achievement occurred after implementation of academic advisory, whether participation in the program for more than one year made a difference on student academic achievement, and finally if academic advisory had any different effect on students that are high, middle, or low achieving. This study could not identify and specific correlation between the academic advisory program and academic achievement. When looking at letter grade distribution data from before implementation and after implementation similar growths and declines are seen with no identifiable trends during the program implementation. Consideration needs to be taken for the limitations identified and the school may want to conduct further review by addressing the limitations.
ContributorsGard, Michael (Author) / McCoy, Kathleen (Thesis advisor) / Powers, Jeanne (Committee member) / Scribner, Kent (Committee member) / Arizona State University (Publisher)
Created2014