An evaluation of an instructional teaming program with first-time at-risk ninth graders

Abstract

To reduce the dropout rates in a high school in Bibb County, Georgia, a program was implemented for first-time at-risk ninth graders. Participants had to meet at least one of four criteria that included scoring below the 25 th percentile on their eighth grade norm-referenced test, being at least one year behind grade level, being administratively placed in high school, and having poor attendance records. Those students who were finally included in the LEAP program had to have parental permission. Those students who were not included in the program served as the control group. Five research hypotheses were tested. Data were gathered for the 1997-98 school year from student records at the school site and from stored electronic records. Analysis of the data showed a statistically significant difference in the proportion of LEAP participants who passed their ninth grade English course. However, no statistically significant difference was found in the proportion of LEAP and non-LEAP students who passed ninth grade math, were promoted to the tenth grade, returned to school the following year, or graduated.