The Effects of School Based Intervention Programs On Student Achievement at a Northeastern North Carolina Early College High School

Abstract

The purpose of this study was to examine the effects of four school-based programs on student academic performance at an early college high school in northeastern North Carolina. The four school-based intervention programs that were examined in this study are as follows: mandatory Study Hall for all students in Grades 9-13, an ACT/SAT Prep course for students in Grade 11, a College Success course for all students in Grades 9-13 who earn a D or F grade in a college course which focuses on college prep skills for students, and an Advisory Period for all students in grades 9-13. Standardized test results were analyzed after the school based intervention programs had been implemented at the school in the study to determine the impact of these four interventions. The national assessment that was used to measure effectiveness was the American College Testing (ACT) assessment. All four programs were designed to help increase student achievement and provide students with skills to be successful during high school and college upon graduating from high school as measured by state and national assessments. The school's performance grading indicators were evaluated using the 2014-2015 and 2015-2016 academic year school data to determine the overall effectiveness of the four school-based intervention programs. The study concluded that there were gains in several areas with the interventions at the school in the study. There were some circumstances beyond the control of the intervention programs, which would have been a major factor in determining overall program effectiveness.