Factors Causing Grade Failure

DIFFERENCES BETWEEN PERCEPTIONS OF STUDENTS WHO FAILED THE NINTH GRADE AND PERCEPTIONS OF STUDENTS WHO PASSED THE NINTH GRADE

The proposed study will examine, describe and compare the perceptions of two groups of ninth grade students (those who passed the ninth grade at Thomas Jefferson High School located in Tampa, Florida and those who failed to pass the ninth grade at Thomas Jefferson High School located in Tampa, Florida) regarding several possible contributors to student failure to pass their grade hereafter to be referred to as "grade failure".

To enhance understanding, the research problem may be characterized as an attempt to answer the following research questions:

(1) To what extent do students who passed the ninth grade believe that the following factors contributed to the grade failure of their peers: absenteeism, tardiness, parental involvement, low self-esteem, negative attitudes toward school and poor academic achievement, family structure and poverty, race and ethnicity, language, residence, economic displacement, gender, academic performance, involvement in school activities, attitudes toward school, need for employment, nature of family support, involvement in out-of-school activities, and involvement with the juvenile justice system?

(2) To what extent do students who failed to pass the ninth grade believe that the following factors contribute to th

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1) in his discussion of educational research in general, there are many educational phenomenon (e.g., problems of dropout, disciplinary problems) that are so complex that they do not lend themselves to the rigorous research controls that constitute justification for the formulation of causal connection between variables. Grade failure is clearly one such phenomenon. As a result, the entire body of research on grade failure is correlational which is to say that, at best, it provides indirect rather than direct evidence of causal connections between certain factors. With this fact kept firmly in mind, some of this correlational work may be reviewed here. Manos (1988) conducted an evaluative study of The Youth Development Project, a research-based program for delinquency prevention. The project tested three strategies for children and youth at-risk: social skills training, cooperative student team learning, and parent school liaison. Data collection and planning began in the 198384 school year and intervention was started in 198485. Another school complex was used for comparison. The project completed its third year in 1987. The project was intended to impact delinquency by influencing factors that precede delinquency. The
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Some common words found in the essay are:
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Approximate Word count = 2365
Approximate Pages = 9 (250 words per page)

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