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The Effects of Transitional Challenges on Ninth Grade School Dropouts

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The Effects of Transitional Challenges on Ninth Grade School Dropouts Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2017 The ffecE ts of Transitional Challenges on Ninth Grade School Dropouts Merlene Leona Jones Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Educational Administration and Supervision Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University COLLEGE OF EDUCATION This is to certify that the doctoral study by Merlene Jones has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Elizabeth Warren, Committee Chairperson, Education Faculty Dr. Mary Hallums, Committee Member, Education Faculty Dr. Jeanne Sorrell, University Reviewer, Education Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2017 Abstract The Effects of Transitional Challenges on Ninth-Grade School Dropouts by Merlene Leona Jones MA, University of the United States Virgin Islands, 2001 BA, University of the United States Virgin Islands, 1993 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University May 2017 Abstract The high dropout rate of the United States Virgin Islands school district’s ninth-grade students is a major educational problem and the catalyst for a myriad of social problems. Ninth grade academies and extended school day intervention programs have benefited only the academically prepared students. This qualitative case study examined educators’ perceptions of the challenges that led to the increased dropout rate of the district’s ninth- grade students. Bandura’s self-efficacy theory and Atkinson’s motivational achievement theory formed the foundational pillars for this study. The research questions were focused on challenges that led to the increased dropout rate of ninth-grade students and the programs implemented to support dropout prevention. The data collection methods consisted of questionnaires from 4 administrators, 4 counselors, and 16 core-subject teachers, and semi-structured group interviews with 2 administrators, 2 counselors, and 8 core subject teachers. Analysis of the data included coding and the identification of common themes. The findings showed that poor school attendance, academic unpreparedness, and disciplinary infractions were some of the challenges that resulted in premature school dropout. Interpretation of the data confirmed that the implementation of proactive and reactive approaches, modified instructional methods, and intervention strategies have proven ineffective. After 10 years, the ninth grade academies of the school district have had no significant effect on promotion or retention rates. The introduction of Ninth Grade Completion via Career Curriculum Academies, a combination of college preparatory and vocational skills classes, may transform education for ninth-graders, increase promotional rates, and benefit the larger community. The Effects of Transitional Challenges on Ninth Grade School Dropouts by Merlene Leona Jones MA, University of the United States Virgin Islands, 2001 BS, University of the United States Virgin Islands, 1993 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University May 2017 Dedication There is meaning in every journey that is unknown to the traveler. —Dietrich Bonhoeffer As the unknown traveler, I set out with a little faith, courage, dedication, and determination to find the answer to a series of questions. Sharim, an inquisitive, then twelve-year-old son would ask frequently, “Mommy, why did you discontinue your education? Why did you not obtain a doctorate? Do you know you will have to ask for Dr. Jones when you come to the office?” Sharim, you are an intelligent young man with a lot of potential and a purpose. This study is completed and dedicated to you, Sharim: do not stop before accomplishing your goals-- become the next Dr. Jones. This project is a dedication to families and friends; more specifically, to a considerate and patient husband, Royden Jones: the project is finally over. To Mrs. Enid Huggins, an extraordinary woman and mother—the value you placed on education has never departed, but remained as a guide. To the world’s most supportive sisters and brothers, the bar is now set for the nieces and nephews. To Karina Grant, a dedicated editor and friend, you have truly made a writer out of me. To the dedicated Bertha C. Boschulte Middle School family, especially the eighth graders, the goal of this project is to discover some solutions to curtail or eliminate premature school departure. It is extremely heartbreaking to see many of you leave school prematurely. In agreement with Nelson Mandela, education is the most powerful weapon you can use to change the world. Middle Schoolers: go get that education. Acknowledgments It is very easy to overestimate the importance of our own achievement in comparison with what we owe others. We hardly realize that we receive a great deal more than we give, and that it is only with gratitude that life becomes rich (Dietrich Bonhoeffer). To the Almighty God, for his assistance in the achievement of another educational milestone, goes heartfelt gratitude. Royden Jones, husband and friend, the long and demanding hours of work are over. Sharim Jones, son and motivator, the studies are over. Thank you for being so understanding, patient, and helpful. You have both been supportive and considerate during the stressful times. To the most caring family members: mother, sisters, brothers, nieces—especially Dwon, nephews, and in-laws, thanks for your support and assistance. It would have been impossible to complete this degree without you. To my brother and cheerleader, Fitzroy Seymour Huggins, you are no longer with us, but I know you were waiting for this moment. To a sincere and uplifting church family, especially Stevie Henry, your prayers were felt every step of the way. Special thanks to the Bertha C. Boschulte Middle School family—especially Mr. Farrow, Ms. Wilkinson, Ms. Lake, Mrs. Mulley, Ms. Patricia George, and Mr. Arandia: your encouragement, assistance and support meant a great deal during this time. Then, the expression of sincerest gratitude and appreciation go to Mrs. Karina Grant, editor, counselor, and best friend for her proofreading skills. You have truthfully developed and harnessed writing skills that were dormant or nonexistent. Special thanks to Ms. Tulip Fleming for the fresh pair of editing eyes. I take time to express gratitude to my dear friend, Ornette Herbert. Heartfelt gratitude goes out to the principals, counselors, and teachers at the James Jarvis High School and the Mary Marcelle High School (pseudonyms for participating high schools). Completing this project would have been impossible without your help. Thanks to Dr. Rita Howard. Your thought provoking ideas have resulted in this project. Dr. Elizabeth Warren, Dr. Mary Hallums, and Dr. Jeanne Sorrell, the challenges are now over: thanks for your assistance and confidence in me. Table of Contents List of Tables .......................................................................................................................v List of Figures .................................................................................................................... vi Section 1: The Problem ........................................................................................................1 Rationale ........................................................................................................................3 Evidence of the Problem at the Local Level and a Proposed Solution ....................8 Evidence of the Problem from the Professional Literature ....................................11 Definition of Terms......................................................................................................15 Significance of the Study .............................................................................................16 Guiding/ Research Questions .......................................................................................18 Review of the Literature ..............................................................................................19 Conceptual Framework ..........................................................................................26 Predictors of School Dropouts ...............................................................................28 Ramifications of School Dropouts .........................................................................41 Implications..................................................................................................................47 Summary ......................................................................................................................48 Section 2: The Methodology ..............................................................................................51 Introduction ..................................................................................................................51 Qualitative Research
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