This quantitative approach utilizing an ex post facto design evaluated the impact of a school reform model, namely a Ninth Grade Academy, on the achievement, attendance, and discipline for ninth-grade students with disabilities. The study examined archival data on End of Course Test scores for ninth-grade literature and biology, unexcused absences, and out-of-school suspensions. The data reflected the 2004–05 school year before the implementation of the Ninth Grade Academy and the second year of implementation of the Ninth Grade Academy in 2006–07. The results from the study indicated significant differences in achievement for students with disabilities in regards to participation in the Ninth Grade Academy. This study provides information that educational leaders may utilize in creating and developing reforms and strategies to increase academic success for students with disabilities.
|Adviser||Melissa McIntyre Brandly|
|Subjects||Special education; Secondary education|
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