Effects of Career Academies on Metropolitan Nashville Public High Schools: A Quantitative Study. Jason Charlton, Michelle Lepley, and Emily Workman

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1 Running Head: EFFECTS OF CAREER ACADEMIES ON MNPS Effects of Career Academies on Metropolitan Nashville Public High Schools: A Quantitative Study Jason Charlton, Michelle Lepley, and Emily Workman Submitted to Graduate Faculty of Lipscomb University for Juried Review in partial fulfillment of the requirement for the degree of Doctor of Education September 2013

2 EFFECTS OF CAREER ACADEMIES ON MNPS ii APPROVAL PAGE

3 EFFECTS OF CAREER ACADEMIES ON MNPS iii CAPSTONE PROJECT AUTHORS PERMISSION STATEMENT Effects of Career Academies on Metropolitan Nashville Public High Schools: A Quantitative Study Jason Charlton Michelle Lepley Emily Workman Doctor of Education Print Reproduction Permission Granted I understand that I must submit electronic copies of my Capstone Project Manuscript (hereafter referred to as manuscript ) to the Lipscomb University Library, per current LU guidelines, for the completion of my degree. I hereby grant to Lipscomb University and its agents the non-exclusive license to archive and make accessible my manuscript in whole or in part in all forms of media in perpetuity. I retain all other ownership rights to the copyright of the manuscript. I also retain the right to use in future works (such as articles or books) all or part of this manuscript. I hereby grant permission to Lipscomb University to reproduce my manuscript in whole or in part. Any reproduction will not be for commercial use or profit. I additionally grant to the Lipscomb University the nonexclusive license to archive and provide electronic access to my manuscript in whole or in part in all forms of media in perpetuity. I understand that my work, in addition to its bibliographic record and abstract, will be available to the world-wide community of scholars and researchers throughout the LU Library and UMI Dissertation Publishing from ProQuest. I retain all other ownership rights to the copyright of the manuscript. I am aware that Lipscomb University does not require registration of copyright for the electronic manuscript. I hereby certify that, if appropriate, I have obtained and attached written permission statements from the owners of each third party copyrighted matter to be included in my manuscript. I certify that the version I submitted is the same as that approved by my committee. Signatures below signify understanding, agreement, and permission to all the above by each author: Signature of 1 st Author: Date: June 22, 2013 Signature of 2 nd Author: Date: June 22, 2013 Signature of 3 rd Author: Date: June 22, 2013

4 EFFECTS OF CAREER ACADEMIES ON MNPS iv DEDICATION and ACKNOWLEDGEMENTS It is with humble hearts and great appreciation that we dedicate this work to those that have unconditionally supported us along the way. First and foremost we want to thank God for always being in control. Secondly to our spouses to Jenni, Don, and Chan, words cannot begin to express our gratitude to you. Your constant love and support meant more than you will ever know. To our children, thank you for understanding those times when we were not able to give you 100%. And to our parents, parents-in-law, and extended family who always valued education and continuously supported us Thank you, thank you, thank you!!! To Jon Suttles, our friend and colleague, your knowledge of statistics is truly amazing and we are so appreciative of your time and dedication to us. To Dr. Roger Wiemers, you are an amazing man. Thank you for the hours you spent with us making sure that we had all of the information we needed to include in this paper. You are our Data King! To Dr. Trace Hebert and Dr. Junior High thank you for your support and encouragement along the way!

5 EFFECTS OF CAREER ACADEMIES ON MNPS v ABSTRACT Metro Nashville Public Schools has transitioned each of their 12 zoned high schools to the academy model. The original basis of this study was to analyze student achievement and engagement between the different academies within MNPS high schools. However, as the study proceeded with data analysis, a need for baseline data became evident due to lack of completion during the initial five years of the transition to the academy model. The findings show with regard to student achievement that 50% of schools across the nation are scoring better than MNPS on the national percentiles for the PLAN ACT. The researchers chose to use PLAN ACT instead of ACT with regard to student achievement because it is a better predictor of student achievement for the purpose of this study. It can be concluded from the research that females had higher graduation rates overall. With regard to student engagement, it can also be concluded that attendance rates among all twelve academies were over 85%. When disaggregated by ethnic groups in the sample it was found that all had at or above a 90% attendance rate. The researchers also drew the conclusion that there was a disparity between the ratios of in-school suspensions (ISS) and out-of-school suspensions (OSS). This could possibly suggest inconsistency in how these discipline measures were implemented across MNPS academies.

6 EFFECTS OF CAREER ACADEMIES ON MNPS vi TABLE OF CONTENTS APPROVAL PAGE..... ii AUTHORS PERMISSION STATEMENT PAGE.. DEDICATION and ACKNOWLEDGEMENTS. ABSTRACT..... LIST OF TABLES... LIST OF FIGURES.. CHAPTER 1. INTRODUCTION TO THE RESEARCH 1 Research Topic, History, and Background Research Problem.. 3 Purpose of Study... 3 Theoretical/Concept Framework/ Perspective Guiding Research Organizational Elements 4 Supports and Learning Opportunities High School Outcomes.. 5 Post-Secondary Outcomes. 5 Descriptive Research Questions Comparative Research Questions and Hypotheses... 5 Scope and Bounds Significance of the Study Definitions, Symbols, Abbreviations, Nomenclature LITERATURE REVIEW.. 11 Introduction Small Learning Communities Career Academies and Career & Technical Education. 16 Metro Nashville Public Schools Student Achievement Student Engagement METHODOLOGY Research Design Purpose of Study Research Questions and Hypotheses Descriptive Research Questions. 41 Comparative Research Questions and Hypotheses 41 Description of Population iii iv v viii xi

7 EFFECTS OF CAREER ACADEMIES ON MNPS vii Variables of Study Procedures for Data Collection Procedures for Data Analysis Disposition of the Data FINDINGS AND ANALYSIS. 52 Demographic Information Statistical Analyses of the Null Hypotheses CONCLUSIONS AND DISCUSSION Summary Conclusions and Discussion Conclusions regarding student achievement Conclusions regarding student engagement Recommendations to the Client. 144 Limitations of the Study Recommendations for Further Research Synopsis. 149 REFERENCES 151 APPENDICES A. Visual Representation of Graduation Percentages by Ethnicity at MNPS Academy High Schools. 160 B. Visual Representation of Graduation Percentages by Gender at MNPS Academy High Schools. 166 C. Letter of Informed Consent D. Memorandum of Understanding E. Protecting Human Research Participants Certificate of Online Course Completion F. MNPS External Researcher Statement of Assurances AUTHORS BIOGRAPHIES

8 EFFECTS OF CAREER ACADEMIES ON MNPS viii LIST OF TABLES 1. Descriptive Statistics for Variables of Attendance Rate Mean Attendance Rate by School Levene s Test for Attendance Rate by School Mean ISS and OSS Ratio by School ISS Ratio by Ethnicity OSS Ratio by Ethnicity Attendance Rate by Ethnicity Graduation Percentages by Ethnicity Graduation Percentages for all students and by Gender PLAN by School PLAN Levene s Test Results PLAN ANOVA by School PLAN by Ethnicity PLAN Levene s Test PLAN ANOVA by Ethnicities PLAN by Gender PLAN Independent T-test ENG II EOC by School Levene s Test for ENG II EOC English II EOC Scaled Score ANOVA ENG II EOC by Ethnicity ENG II EOC ANOVA by Ethnicity English II EOC Ethnicity Multiple Comparisons Tukey HSD ENGLISH II EOC by Gender English II EOC and Gender Independent t-test Mann-Whitney U-tests of English II EOC Scores by Gender ALG I EOC by School Levene s test of Algebra I EOC Scaled Scores. 85

9 EFFECTS OF CAREER ACADEMIES ON MNPS ix 29. Algebra I EOC ANOVA ALG I EOC by Ethnicity Levene s Test of Algebra I EOC Algebra I EOC ANOVA ALG I EOC by Gender Algebra I EOC and Gender Independent T-test ISS Ratio among Schools Levene s Test of ISS Ratio among Schools ISS Ratio among Schools ANOVA ISS Ratio among Multiple Schools Comparisons ISS Rates Among Students of Different Ethnicities Levene s Test of ISS Ratio among Ethnicity ISS Ratio ANOVA among Ethnicities ISS Ratio among Ethnicities and Multiple Comparisons LSD Comparison of ISS Rates between Different Gender ISS Ratio between Gender T-test ISS Ratio between Gender Results OSS Rates among Students in Different Schools Levene s Test of OSS Ratio among Schools OSS Ratio among Schools Tests OSS Ratio among Schools Multiple Comparisons OSS Rates among Students of Different Ethnicities OSS Ratio among Ethnicity Multiple Comparisons LSD OSS Rates Between Students of Different Gender OSS Ratio Between Gender T-test OSS Ratio Between Gender Mann-Whitney U-test Attendance Rates among Students in Different Schools Attendance Rate test among Schools Attendance Rate among Schools Comparisons LSD. 125

10 EFFECTS OF CAREER ACADEMIES ON MNPS x 58. Attendance Rates among Different Ethnicities Levene s Test of Ethnicity of Students Attendance Rates among Ethnicities Multiple Comparisons of Attendance Rate by Ethnicities Attendance Rate and Gender between Subjects Attendance Rate and Gender T-test Hypothesized Findings Graduation Percentages of Nashville Academies for All Students for and School Years 145

11 EFFECTS OF CAREER ACADEMIES ON MNPS xi LIST OF FIGURES 1. Percentage of Gender at Academies Percentage of Ethnicities of Students at Career Academies Academy High School Distribution by percentages Academy High Schools Distribution Distribution of Attendance Rates by School Algebra I EOC Boxplot OSS Ratio among Schools Box Plot OSS Ratio and Ethnicity Box Plot Attendance Rate Among Schools Box Plot Antioch High School Graduation Rates by Ethnicity Cane Ridge High School Graduation Rates by Ethnicity Glencliff High School Graduation Rates by Ethnicity Hillsboro High School Graduation Rates by Ethnicity Hillwood High School Graduation Rates by Ethnicity Hunters Lane High School Graduation Rates by Ethnicity Maplewood High School Graduation Rates by Ethnicity McGavock High School Graduation Rates by Ethnicity Overton High School Graduation Rates by Ethnicity Pearl-Cohn High School Graduation Rates by Ethnicity Stratford High School Graduation Rates by Ethnicity Whites Creek High School Graduation Rates by Ethnicity Antioch High School Graduation Rates by Gender Cane Ridge High School Graduation Rates by Gender Glencliff High School Graduation Rates by Gender Hillsboro High School Graduation Rates by Gender Hillwood High School Graduation Rates by Gender Hunters Lane High School Graduation Rates by Gender Maplewood High School Graduation Rates by Gender 169

12 EFFECTS OF CAREER ACADEMIES ON MNPS xii 29. McGavock High School Graduation Rates by Gender Overton High School Graduation Rates by Gender Pearl-Cohn High School Graduation Rates by Gender Stratford High School Graduation Rates by Gender Whites Creek High School Graduation Rates by Gender. 171

13 EFFECTS OF CAREER ACADEMIES ON MNPS 1 Introduction to the Research Research Topic, History, and Background Education has changed exponentially since the days of the one-room schoolhouse in which all grades were educated. Traditional high schools emerged around At that time only about nine percent of the students graduated. As the economy of the United States struggled, especially during the Great Depression and through World War II, school enrollment increased to over six million (Golding & Katz, 1999). The increased enrollment in American high schools became a catalyst that spurred a global competition in education. Thus, it became imperative that a more rigorous curriculum be developed. The need for high school reform became more important in order to promote increased student achievement. Around 1969, the career-focused academy began trending in education (Stern, Ruby, & Dayton, 1992). The intention of the academy model was to improve academic achievement and decrease dropout rates while meshing academic rigor with a career focused curriculum (Legters, 1999). Another benefit to the academy model is that it created smaller, more focused environments to keep students connected. In 2006, Metro Nashville Public Schools applied for and received a grant from the United States Department of Education to transition some of its high schools from the comprehensive high school structure to an academy system. With this grant, a selection of eight schools was chosen to implement the new model for the school year. This transition was made to address the need for a more personalized education for the students. Metro Nashville has a specific vision for the Academies of Nashville. All students will belong to a personalized, smaller learning community engaged around interests where relationships are valued. Instruction will be project-based, applied and

14 EFFECTS OF CAREER ACADEMIES ON MNPS 2 integrated. Meaningful business engagement will be evident and post-secondary institutions will be heavily engaged. Metro Nashville Public High Schools will be world-class schools that graduate college and career-ready students in partnership with the community. MNPS will be a district that emerges as a trend-setter in innovative practices where ALL students have the highest level of education, as well as exposure to post-secondary education, career opportunities and real-life experiences. (Metropolitan Nashville Public Schools website, n.d.) For the school year, Metro Nashville Public Schools decided to expand the academy structure into the remaining zoned high schools, taking the total number of academy schools to twelve. Within each high school there are at least three different academies that focus on college and career readiness skills along with the Freshman Academy. At all metro Nashville high schools, a ninth grader is automatically entered into the Freshman Academy. When the student s freshman year is successfully completed, a choice is given as to which academy the student would prefer to enroll. Beginning in 2010 Metro Nashville Public Schools required that 100% of high school students be attached to an academy. Starting with the class of 2013, students will not be eligible to receive their high school diploma if they are not considered a completer of an academy. This involves a student s meeting all of the academic requirements set forth by the Tennessee Department of Education and completing the requirements set by their individual academy. MNPS states: The Academies enable students to learn through the lens of a career or academic theme in a highly personalized learning community. Through their academy, students are exposed to a multitude of careers and opportunities, industry skills, and potential employers by way of

15 EFFECTS OF CAREER ACADEMIES ON MNPS 3 classroom speakers, site visits, job shadowing and internships. (Metropolitan Nashville Public Schools website, n.d.) Research Problem High school academies have existed in Metropolitan Nashville Public Schools (MNPS) since 2007 without available evidence of the influence the academies have had on student achievement and student engagement. MNPS does not currently have a baseline of data regarding the comparison of academies in relation to student achievement and engagement. Purpose of Study The objective of this study is to describe the implementation of high school academies in MNPS in the realms of student achievement and engagement. This study will focus on how the academies are performing academically. Included in the measurement for student achievement are average yearly grade and PLAN and EOC testing results. Attendance, mobility, and behavior referrals are all variables used to comprise student engagement. Theoretical/Conceptual Framework/Perspective Guiding Research The theoretical framework for this study comes from Kemple and Snipes (2000) who developed the framework for the organization of academy models. At the beginning of the model are organizational elements that define career academies and differentiate them from traditional high school models of learning. These differences within the constructs of the academy model lead to supports and learning opportunities that are provided for students in career academies. The framework supposes that this will lead to positive outcomes for high school students, ultimately leading to a number of positive long-term outcomes at the post-secondary level.

16 EFFECTS OF CAREER ACADEMIES ON MNPS 4 Organizational Elements. The organizational elements of career academies can vary, but academies will largely focus on creating smaller communities of students working together more closely with faculty who teach classes made up of mostly academy students. Designed to prepare a broad cross-section of students for both college and work, career academies are distinguished by three core elements: They are organized as schools-within-schools that permit between 100 and 150 students to stay with a core group of teachers from grade 9 or 10 through grade 12. By promoting a more personalized and supportive learning environment, the programs aim to help students build strong relationships with peers and teachers. They integrate academic courses with technical and applied courses organized around a career theme. Traditional courses, usually including math, English, and social studies or science, are combined with occupation-related classes that focus on the academy s career theme, such as business and finance, computers and electronics, or health care. Students take other elective classes outside the career academy structure. They establish partnerships with local employers in an effort to strengthen connections between school and work and to provide students with a range of career development and work-based learning opportunities. (National Career Academy Coalition [NCAC], 2005, p. 3) Supports and Learning Opportunities. Career academies have been implemented largely in high schools where students are in lower socioeconomic statuses and are considered at-risk. (Kemple and Rock, 1996). The effectiveness of the model is dependent on the interaction of the students within the academy, the teacher and pupil interaction, and relationships that are made possible by the smaller community of learners. The curriculum and teaching have a unique focus

17 EFFECTS OF CAREER ACADEMIES ON MNPS 5 on core academic and vocational content, bringing hands-on and relevant learning to the students, and is made possible through the support of local community business partners. High School Outcomes. Career academies are established with the intention of improving outcomes for students. Specifically, career academies aim to assist student engagement in the learning process, increase student achievement, become college-ready, and provide serviceable working skills (Maxwell & Rubin, 2001). Post-Secondary Outcomes. As mentioned previously in the framework, the career academies are intended to improve high schools with a high number of low socioeconomic students who, without the proper motivation, would most likely drop out of high school, leading to lowskilled job opportunities. Therefore, the intent of the career academies is to provide students the education and skills necessary to obtain high-skilled jobs with higher pay, leading to independence. Scherer (2008) comments, In surveys, many dropouts admit they could have graduated had they been more motivated to work hard, received more supports from parents or teachers, or found their classes more relevant ( p. 7). Descriptive Research Questions 1. At what levels are students achieving within academies within MNPS? 2. At what levels are students engaged within academies within MNPS? Comparative Research Questions and Hypotheses These questions and hypotheses have been derived from current research on academies: 3. Do different demographic groups achieve differently within the academy model within MNPS? 4. Do different demographic groups engage differently within the academy model within MNPS?

18 EFFECTS OF CAREER ACADEMIES ON MNPS 6 5. Do different academies achieve differently across MNPS? 6. Do different academies engage differently across MNPS? H1) The PLAN scores among ethnic groups in the academy model high schools will show significant difference between groups. H2) The EOC scores among ethnic groups in the academy model high schools will show significant differences between groups. H3) The number of discipline incidences among ethnic groups in the academy model high schools will show significant differences between groups. H4) The attendance rates among ethnic groups in the academy model high schools will show significant differences between groups. H5) The PLAN scores among gender groups in the academy model high schools will show significant difference between groups. H6) The EOC scores among gender groups in the academy model high schools will show significant differences between groups. H7) The number of discipline incidences among gender groups in the academy model high schools will show significant differences between groups H8) The attendance rates among gender groups in the academy model high schools will show significant differences between groups. H9) The PLAN scores by schools with academies will show significant difference between groups. H10) The EOC scores by schools with academies will show significant differences between groups.

19 EFFECTS OF CAREER ACADEMIES ON MNPS 7 H11) The number of discipline incidences by schools with academies will show significant differences between groups H12) The attendance rates by schools with academies will show significant differences between groups. Scope and Bounds In 2007 a grant was awarded to MNPS for the purpose of transitioning eight schools to the academy model for the school year. Those schools included: Antioch, Glencliff, Hillwood, Hunters Lane, Maplewood, McGavock, Stratford, and Whites Creek. For the school year, MNPS added the academy model to the remaining zoned high schools: Hillsboro, Overton, and Pearl-Cohn. Cane Ridge High School opened as an academy school in These twelve schools are those on which this study is focused. The researchers did not compare pre and post academy implementation. They developed baseline data to compare among the academies. The data obtained included only the school year. Significance of the Study This study was beneficial to school district administrators who were looking to make a change to small learning communities. The findings were also of interest to those districts that have already made the change to SLCs. Administrators would benefit from this study by being able to see the results and reflecting upon the fidelity with which they have implemented the academy model, assess areas for improvement and strengthening. It was expected that teachers of academies would benefit from the research in that they would see the benefits and outcomes of the academy model that would either reinforce the model or show areas for improvement. Students were to benefit from this study when administrators and faculty collaborate on the findings to continually

20 EFFECTS OF CAREER ACADEMIES ON MNPS 8 improve the model. This study expanded the body of literature on this topic and provided baseline descriptive research for MNPS regarding the implementation of the academy model. Definitions, Symbols, Abbreviations, Nomenclature Some of the definitions listed below were operational. They evolved and grew as the research continued. Other definitions are substantive and are cited with the reference from which the definition was obtained. Academy-a zoned MNPS high school Academy model- high schools in which students in ninth grade may be integrated with students in grades for electives only and then are separated for core academics in which block scheduling is used; core academies are built around subjects that prepare students for the future Attendance- the number of days a student is counted present at school including ISS but not OSS (Metropolitan Nashville Public Schools website, n.d.). Behavior referrals- refers to the number of discipline events during the school year Behavior variables includes discipline events, days of ISS and days of OSS Career Academy- A smaller learning community within a larger high school that is comprised of groups of students that take classes together for at least two years and is taught by a team of teachers from different disciplines. The academies provide curriculum based on a career theme that helps students see relationships and connections between academic subjects and real world applications. Adult mentors are provided to motivate students and spur achievement. Students are encouraged to develop partnership with employers, the community, and colleges to increase work opportunities. (Brand, 2009)

21 EFFECTS OF CAREER ACADEMIES ON MNPS 9 End of course scores- student scores for standardized tests taken when a course is completed, reported in scaled scores and performance levels and counts as 20% of the final grade (Metropolitan Nashville Public Schools website, n.d.). In the new High School Transition Policy, the State Board stipulated that End of Course examinations be given in English I, English II, English III, Algebra I, Geometry, Algebra II, U.S. History, Biology I, Chemistry and Physics. Further, the results of these examinations will be factored into the student s grade at a percentage determined by the State Board of Education in accordance with T.C.A (2) ( About end of course exams, n.d.). For the purpose of this study the two EOC test scores used for analysis are Algebra I and English II. EOC - acronym for End of Course Graduation rates- The percentage of students who meet the graduation requirements and receive diplomas in the state of Tennessee ("Attendance, Promotion, Dropout, and Graduation" 2012). For the purpose of this study, graduation rates were analyzed looking at the percentage of seniors graduating per year as reported by the state of Tennessee. ISS- acronym for In-School Suspension MNPS- acronym for Metropolitan Nashville Public Schools; The public school district in which this study takes place (Metropolitan Nashville Public Schools website, n.d.). OSS- acronym for Out-of-School Suspension PLAN test scores- scores students received on the annual PLAN test. PLAN helps 10th graders build a solid foundation for future academic and career success and provides information needed to address school districts' high-priority issues. It is a comprehensive guidance resource that helps students measure their current academic development, explore career/training options,

22 EFFECTS OF CAREER ACADEMIES ON MNPS 10 and make plans for the remaining years of high school and beyond (ACT, n.d.). Tests are all reported at a composite score on a 1-32 scale. SLC- acronym for small learning community Small learning community- a small group of stakeholders in a large high school that work together to provide a well-balanced educational environment for the students involved. The population of an SLC is usually around 400 students (Metropolitan Nashville Public Schools website, n.d.) Student achievement- For the purpose of this study graduation rates and high stakes testing results were variables used to comprise student achievement. Student engagement- For the purpose of this study retention, attendance, and behavior referrals were all variables used to comprise student engagement. Themed Academies Small learning communities in a zoned high school in which students are enrolled with others based upon interests for college and career preparation Traditional high schools- high schools where students in grades 9-12 are integrated together in one school

23 EFFECTS OF CAREER ACADEMIES ON MNPS 11 Literature Review Introduction Because this study looks specifically at the effect of the academy model on specific variables at high schools within a school district, this literature review will examine research dealing with student achievement, attendance, engagement, and discipline. Since background to the academy model is important to the study, a review will also examine how these small learning communities have developed. Conant s influential book published in 1959 emphasized the importance of creating large schools so that students will be able to have a well-rounded education created by broader curriculum offerings (Conant, 1959). His work was influential in leading schools to become larger over time so that students could have a wider-range of classes from which to choose. The current growth of small learning communities such as academies are a reaction to this idea. Career academies are also interested in local community involvement. In their study on charter schools, Wohlstetter and Smith (2006) found that there were many benefits of charter schools partnering with community stakeholders in the non-profit, for profit, and general public. Their finding suggested that these partnerships were most helpful in enriching curriculum offerings, broadening teaching expertise, and helping at-risk students stay in school (p ). Public and political interest in school size tends to appear and disappear as trends have a tendency to do, but it never completely dies. The effect of changes in school size on educational achievement and other outcomes remains an intense debate. Recent studies have devoted attention to large school size and the negative impact that high student population has on students. According

24 EFFECTS OF CAREER ACADEMIES ON MNPS 12 to Bickel (1999) the impact includes measurable achievement levels, school dropout rates, grade retention rates, and college enrollment rates (p. 4-5). The interest in downsizing large schools into smaller communities comes from research that shows that small schools function better and get better results than large schools. In large schools, teachers and students are able to exist in anonymity if they so choose. According to Ayers, Bracey, & Smith (1999) a benefit of a small school is that students can be known; and to be known and acknowledged by other human beings is essential to human psychological well-being and to learning (p. 1). Small Learning Communities There are differing opinions on how to create smaller learning communities. Given the popular trend of creating large high schools with large campuses, many have felt that the response is simply to create schools within the school and thereby create smaller learning communities from within. Others believe that the answer is to create small schools from the outset when starting new schools. In his research, Gregory (2010) remarked that those attempting to create smaller learning communities within a large school are simply attempting more modest efforts to personalize a familiar model which is fundamentally impersonal in nature (p. 13). Benefits from small school communities are not only seen with the students. The teachers benefit from the changes as well as the institution itself. A brief article for Architecture Research Institute titled Small Schools Information Center (1999) affirms this assumption by stating: Small schools are particularly beneficial for disadvantaged students. Specific benefits for these and other young students include: better attendance and retention; better behavior, attitude, and engagement; enhanced academic performance; and increased involvement in extracurricular activities. The extra attention that students get from the staff affords them

25 EFFECTS OF CAREER ACADEMIES ON MNPS 13 greater educational, psycho-emotional, and social services, and also makes them feel part of a community. This sense of belonging, as well as academic performance, are further enhanced when students can choose their school, and make their selection based on the school's focus. (para. 18) Teachers who experience growth are found to be more readily willing to participate in collaboration and analyze practices. They are also more likely to provide the extra time and effort needed to ensure that students achieve. For the school itself, decreasing student numbers instantly improves organization for all involved. With a smaller population, administration is able to provide better leadership, students feel more supported, the staff is more effective and satisfied, and the instruction is improved. Small schools information center (1999) also states Creating several small schools from a large, failing school is a solution to the problem of what to do with such a school, as well as an effective way to improve education without incurring construction costs, since the new schools are housed together in the old building. Because the principal and teachers are able to know each student and the family, problems that can lead to violence can be anticipated and avoided (para. 20). In a report from the National Association of Secondary School Principals (NASSP) (1996), it was discussed that while the suggested size of high schools is around 600 students, many high schools have well over 4,000, making it very difficult to provide a personal connection with students and teachers as well as a feeling of community, collaboration, and connectedness (NASSP, 1996). Research from Cotton (1996) confirmed the research on school size recommendations as well when she concluded that students for elementary and students for secondary schools is optimal. She also echoed the research that spoke to the belief that students feel more

26 EFFECTS OF CAREER ACADEMIES ON MNPS 14 involved and connected in smaller learning communities and that teacher attitudes toward their work and their administrators are more positive in small schools than in large ones (p. 12). As literature has shown, smaller learning communities do not magically create greater student achievement and engagement. Systemic changes must also be made in school systems wishing to see improvement in these two important areas. According to Oxley (2006), small learning community practices cannot be fully implemented unless the larger organization also changes to accommodate the new practices (p. 7). Complete buy-in from the larger school community must be present as well, and must allow the commitment to these smaller learning communities to drive the continuous improvement of this learning environment (p. 5). Implementing Small Learning Communities in the form of a school within a school has shown differing levels of success. The school within a school model follows a different type of educational plan than the larger school in which it is housed. Dewees (2007) also concluded that commitment to full implementation is vital for the success of small learning communities, as are school staff and students (p. 1). The level to which small learning communities are implemented with fidelity makes a difference in the success of creating smaller learning communities. In her research on literature associated with mini-schools, schools-within-schools, and separate small schools, Raywid (1996) concluded that the development of these styles of learning communities can be successful. However, such success depends in large part on the extent to which the small schools concept has been adopted in principle and implemented (Raywid, 1996, p. 50). This suggests that administrator and faculty buy-in is important in the implementation of smaller learning communities. In her study on small learning communities, Oxley (1989) expressed concern over possible problems of creating learning communities centered on educational themes. Oxley said that, if...a

27 EFFECTS OF CAREER ACADEMIES ON MNPS 15 school subdivides into houses with themes of English, Science, Sports, Performing Arts, and Business, the strongest students will troop toward the academic themes, and the weaker students to the others (p. 51). Although dealing mainly with the effects of the academy model during the high school years, Kemple and Willner (2008) conducted a study exploring the effects of career academies and their long-term impact on a graduate s transition to adulthood. This particular study followed students from their ninth or tenth grade years through the eight years following high school graduation and looked into the impact that career academies may have on a student s high school experience. The study verifies that graduates of the academy model worked longer at their jobs and earned more money. The researchers stated: The academy programs produce sizable increases in the number of months employed, hours worked per week and hourly wages (p. 17). Wallach (2010) believed that leadership in SLCs must come from multiple stakeholders. Administrators, teachers, and parents must all take part in creating a successful school environment. Wallach stated that the goal for each community must be what is best for the student: "to graduate students eligible for college admission, to support equitable distribution of students across the schools and to reduce the need for 'cross-overs" (p. 273). In the end, the focus of creating the small schools must be about a change of classroom practices, not just a change in school structure. Wallach (2010) also believed that as long as schools remain true to the foundations set forth by comprehensive high schools, the operation of SLCs will not meet the promised benefits. It is imperative that administrators look for a deeper understanding of academies. For the faculty of these communities, time must be created for collaboration and planning. At the district level, the main office must have an open invitation to work with the ongoing structure of the small learning community. Wallach (2010) also notes, "Early on, grants to fund conversion efforts were rewarded

28 EFFECTS OF CAREER ACADEMIES ON MNPS 16 directly to schools. As such, district leaders felt little accountability to the effort and were unwilling to provide extra support or accommodate special requests from conversions" (p. 273). Stakeholder commitment is important in the development of academies. Career Academies and Career & Technical Education To qualify to be a career academy, schools have to meet certain criteria. These criteria are based upon certain areas of importance. According to the Career Academy National Standards of Practice, these areas include: Defined Mission and Goals Academy Structure Host District and High School Faculty and Staff Professional Development Governance and Leadership Curriculum and Instruction Employer, Higher Education, and Community Involvement Student Assessment Cycle of Improvement (College & Career Academy Support Network [CCASN], 2004) Referencing Kemple and Willner, a brief by The Association for Career and Technical Education discussed how academy models were originally established to help students in at-risk situations and students who were disenfranchised (The Association for Career and Technical Education [Assoc. for CTE], n.d., p. 3). However, academies have more recently been established in some of the nation s most high achieving school districts, pointing to their positive effects on students.

29 EFFECTS OF CAREER ACADEMIES ON MNPS 17 In his article discussing career and technical education (CTE), Gray (2004) remarked about how No Child Left Behind (NCLB) had a negative view on CTE and believed that the Department of Education (ED) believed that all students wanted to go to college. Gray discussed how 25% of high school students drop out before graduating and 30% go straight into the workforce instead of going to college. If this is true, Gray argued, then the premise of NCLB and ED that all students will go to college is leaving a large number of high school students without the necessary skills and opportunities to move into the workforce without a college degree. Gray believed that the curriculum offerings associated with CTE programs might just be the thing that interests students enough to continue their high school career and even go on to college (Gray, 2004). Quint (2008) maintains that of the many initiatives proposed for revamping high schools, the career academy model appears to be the most oriented toward guaranteeing students long-term success. Students take a variety of academic and technical-education classes that are related to the academy s theme, such as health or finance. These academies also establish business partnerships within the community that allow students to acquire part-time jobs and internships (Quint, 2008). Stern, Ruby, & Dayton (1992) state that since 1969, the academy model has been a noted element in educating high school students in America. It sprang from the beginnings of the space race. This model was implemented during that time in order to better prepare American students to compete on a global level and succeed. In a Harvard Graduate School of Education report, Symonds, Schwartz, and Ferguson (2011) remarked that, The American system for preparing young people to lead productive and prosperous lives as adults is clearly badly broken ( p. 38), suggesting that the United States needs to seriously work toward initiatives in education that will prepare students beyond college readiness. Distinguishing between college readiness and career readiness, this report calls for an

30 EFFECTS OF CAREER ACADEMIES ON MNPS 18 educational system that gives both the academic skills and vocational skills to be ready for college and the workforce. A report by Bottoms, Young, and Han (2009) echoed the Harvard report in imploring education policy makers and educators to strive for academic rigor as well as vocational relevance in producing multiple pathways to ensure an engaging and relevant educational experience. In her research on academies, Betsy Brand (2009) reported that career academies were developed to address academic rigor, relevance of instruction, and build relationships between students and adults, (p. 3). She also noted that, the career academy model has emerged as a strategy that works to improve student outcomes, (p. 3). Finally, Brand noted that, Career academies have thrived because of their dual objectives of career and college preparation, the broad section of students they serve, the evidence of their success, and the deep relationship between research and practice (p. 3). Through the Regional Educational Laboratory, Estacion, D Souza, and Bozick published a report in 2011 which stated that, Career academies are a leading high school reform designed to engage students and better prepare them for college and the workplace, (p. 4). It stated that career academies, offer small, more personalized learning environments; integrated academic and technical courses organized around career themes; and work-based learning opportunities, (p. 4). Literature on academies seems relatively united on the goals of achieving academic rigor and relevance to the students. According to Maxwell and Rubin (2000), the development of school to college and career readiness strategies in academy model high schools grew as an educational reform because of many reasons, including the inability of programs and students who were not seeing the link between high school and post-secondary outcomes. They investigated how high school career academies

31 EFFECTS OF CAREER ACADEMIES ON MNPS 19 contribute to educational reform specifically in the areas of increased education and workplace skills. Over the course of seven years, they researched and collected qualitative data related to the evaluation and characteristics, implementation, and management of career academies at the high school level. They focused on post-secondary successes of students from three cohorts of students in career academies to determine what impact career academies had on post-secondary success in which they used quantitative data from the career academies they studied. The researchers discovered that all students who participate in the academy model do not bring the same knowledge or skills to an academy high school. They also noted that students learn at varying levels, signaling that the academy model may not be the best structure for all students at the high school level (Maxwell & Rubin, 2000). Dewees (2007) shows in her research that the academy model, also referred to as the school within a school model, could be a way to tailor education reform in a proactive way to promote academic success for students in larger school buildings. This model can be attributed to building a sense of community, student health and welfare overall, student achievement and educational accomplishment. It appears to provide educational benefits for students who do better in smaller school environments, especially those who are economically disadvantaged. It is also a cost effective model due to the fact that it can be implemented within existing larger school buildings. Implementing this model successfully is a challenge (p. 3). Decker, King Rice, Moore, and Rollefson (1997) discussed in their report that students find the transition from school to the labor force very difficult. They also stressed the importance of high school graduation and its relationship to employment and increased salary. Students who not only graduate, but acquire in school the skills needed to go into the workforce, are at a much better

32 EFFECTS OF CAREER ACADEMIES ON MNPS 20 advantage. The report also discussed the fact that unemployment rates are higher for African American graduates than white graduates. Metro Nashville Public Schools In a recent interview about academy implementation in Metropolitan Nashville Public Schools, MNPS Academies Manager Starr Herrman shared some of the background of how, when and why MNPS chose to implement the academy model at the high school level. She discussed that during a period of time prior to the academy implementation, there were many issues that needed to be addressed. She stated that the graduation rate was very low and the dropout rate was high. Many students were dropping out after ninth grade. The district was also fighting budget cuts in the area of career and technical education. Promotion rates were very low, gang influence was increasing, numerous discipline issues needed addressing, and student attendance was very low. In addition to these issues, students were scoring low on high-stakes testing (S. Herrman, personal communication, January 11, 2013). Herrman added that another concern for MNPS was seen in the belief that students did not see relevance to their academics overall. Of those who did graduate during that time, many were not pursuing education after high school. Most teachers used lecture to instruct in a whole group setting, which did not maintain student engagement in the lessons. Herrman also noted that there were over 10,000 people from the ages of 16 to 24 who were not in school, did not have jobs, and at least 50% of them did not have a high school diploma. MNPS saw a moral and economic opportunity to transform and reform the zoned high schools in the district (S. Herrman, personal communication, January 11, 2013). In the 1990 s, Herrman had an opportunity to implement some small portions of an academy model at Glencliff High School. It was then that she saw the positive impact that such a model had

33 EFFECTS OF CAREER ACADEMIES ON MNPS 21 for high school students. She had also done research for the state department of education regarding high school academies. While she was working for the state department of education, she was given the responsibility of writing a manual for the state about career academies. Through her experience she was able to realize the benefits of implementing an academy model with fidelity across the nation. (S. Herrman, personal communication, January 11, 2013). According to Herrman there were eight zoned high school principals who asked MNPS for help in order to reform and transform their respective schools. In the beginning stages of this reform process, these principals and others visited other districts to learn about different transformation models in education. A collective group of educators and community members chose the academy model after researching and visiting districts who were implementing the academy model such as St. Augustine FL, St. Louis, MO and more. She stated that, Alignment Nashville and the Chamber of Commerce used a grant to send people to visit models and brought together a community group to develop a transformational model (S. Herrman, personal communication, January 11, 2013). It was during this same time that Alignment Nashville helped MNPS write a grant regarding Small Learning Communities (SLC), which was awarded from the US Department of Education. This $6.5 million grant allowed MNPS to establish and implement small learning communities or academies in the zoned high schools. Teachers were also surveyed to determine their level of support of the academy model (S. Herrman, personal communication, January 11, 2013). Herrman added that the academy model was then implemented in MNPS with all ninth graders enrolled in ninth grade academies and all 10 th -12 th graders enrolled in themed academies. The purpose of the academy structure is to allow common planning time for teachers as well as student and teacher cohort scheduling. Advisor/advisee programs are developed at high schools

34 EFFECTS OF CAREER ACADEMIES ON MNPS 22 with assistant principals, guidance counselors, and academy coaches assigned to each academy. These combinations allow all high school students to encounter experiential learning while enhancing learning and exploring college and career opportunities for their futures (S. Herrman, personal communication, January 11, 2013). Herrman further noted that corporate sponsors and partnerships were key components to the implementation of the academy model and these could include guest speakers, field trips, job shadowing, internships, and apprenticeships. These sponsors and partners helped to advise, assist and advocate for the academies and the economic importance of them and more importantly the students. This extended further to help with college application processes and funding options for students (S. Herrman, personal communication, January 11, 2013). The researchers also interviewed Jay Steele, MNPS Chief Academic Officer, who was instrumental in the transition of MNPS high schools from a traditional high school model to the academy model. Steele was asked about the background to the academy model transition as well as the results that MNPS has observed over the years. Overall, MNPS has been pleased with the effectiveness of the academy model on student achievement and engagement. Mr. Steele mentioned that MNPS has noticed student engagement to be higher in that students are seeing more relevance to what they are learning because of the business partnerships associated with the model. There is some concern over teacher turnover as some of the teachers attached to a particular academy may not be trained educators. This matter has led MNPS to expand professional development opportunities for teachers within the academy model high schools. While there are areas of improvement in the model, Mr. Steele remarked that, When all steps are implemented it is truly a transformation of the high school experience. (J. Steele, personal communication, June 10, 2013).

35 EFFECTS OF CAREER ACADEMIES ON MNPS 23 Student Achievement Career academies, small learning communities, and other educational structures with similar aims all strive to help students attain higher levels of academic achievement. In this study, student achievement will focus on standardized testing, graduation rates, and grade point average; therefore, this section will discuss literature related to academic achievement and its relationship to career academies. Campbell (2009) researched the development of a Small Learning Communities Initiative in a New Jersey school district in both its middle school and in its high school. The district listed the two major objectives of this initiative as: (a) Strengthening relationships among students and adults; and (b) Improving engagement, alignment and rigor of teaching and learning in every classroom, every day (p. 2). The goal of this implementation was an improvement for students, both academically and socially. Student gains and performance showed significant gains as a result of the transition to small learning communities. Kwong s (2010) research showed that when comparing a subgroup of academy and nonacademy students who were considered Far Below Basic, the academy model students showed statistically significant increases in academic achievement, agreeing with previous research that low performing students benefit greatly from academies as it gives them a greater desire and motivation to continue on toward graduation (p. 124). Supovitz and Christman (2005) looked at the successes and failures of small learning communities. Realizing that simply creating small learning communities will not increase student learning, they reflected on their evaluation of school districts that implemented SLCs in Philadelphia and Cincinnati in the late 1990s. While students enjoyed a closer relationship with students and teachers, this relationship did not always translate to greater student achievement.

36 EFFECTS OF CAREER ACADEMIES ON MNPS 24 However, in SLCs where the teachers had focused on instructional improvement programs such as Education Trust s Standards in Practice, students did show an increase in achievement (Supovitz & Christman, 2005). Continuous growth in the success of small learning communities is important as districts look to improve the education of its students. Certain important elements are key to the success of small learning communities. Oxley, Barton, and Klump (2006) have noted that the following strategies for improvement: Take inventory of all existing school improvement projects Create time to collaborate Create small groups to work on different areas of reform Include diverse stakeholders as members of each group Use group collaboration strategies to optimize discussion and build consensus Closely inspect data Exchange work with other groups to broaden input This article agrees with Oxley s previous research on the importance of closely watching student data to examine the effectiveness of small learning communities (Oxley, Barton, & Klump, 2006). In their article, Supovitz and Cristman (2005) recommend that SLCs have a focus to build communities of instructional practice that will: Focus communities around instruction Diversify communities Support communities Legitimize communities Create professional learning opportunities for communities (p. 650)

37 EFFECTS OF CAREER ACADEMIES ON MNPS 25 In Ahmad s study (2009) of freshman academies on student achievement, he examined test scores and investigated student achievement differences, especially in sub groups. GPA scores were analyzed to see if any patterns existed in the area of student achievement in career academies. He found that in relation to gender, males participating in the academy outperformed males who did not participate in an academy (Ahmad, 2009). To help school districts work toward implementing and even improving small learning communities already in place, it is important to carefully and closely track student data along the way. As Oxley (2006) stated in her research, An effective district professional development strategy further builds SLC teams capacity to improve their practice by helping teams develop data on their students achievement (p. 90). Oxley realized the importance of tracking data to be integral to the success of small learning communities as they continue to be implemented across districts and determine the effects of small learning communities on student achievement. Literature has shown the importance of relationships and their connection to the creation of smaller learning communities. According to Oxley (2005), research shows that in small schools, students are more likely to form relationships that bring them to school, and teachers are better able to identify and respond to students needs (p. 46). Oxley points to the significance of smaller learning communities and their importance in building relationships that connect students to their school as well as the importance of the smaller communities positively affecting the ability of teachers to better help students. Styron and Peasant (2010) investigated academic achievement of students at academy model high schools versus the academic achievement of those at traditional high schools. Their findings showed a significant difference in scores of students found in 9th grade academies and traditional high schools (p. 6). As a result of their study, it was found that academic achievement is

38 EFFECTS OF CAREER ACADEMIES ON MNPS 26 enhanced for black students in the area of Biology I. The study also noted the importance of these findings to help in closing the achievement gap for high school students who are minorities (Styron & Peasant, 2010). In a 2007 study on California s 290 Partnership Academies by Connect Ed and the Career Academy Support Network, 84 percent of students enrolled in academies passed the English/language arts standardized test, compared to 76 percent of all California students (ConnectEd California, 2007). This is worth noting, considering that the NAEE suggests that nearly two-thirds of American high school students cannot read at grade level. The 2007 California study also showed that 80 percent of academy students passed the math portion of the test, compare to only 74 percent of students overall (ConnectEd California, 2007). In their examination of achievement test data, Levesque and associates (2000) found that students combining a vocational element to a college-preparatory curriculum saw gains in reading and math scores that were comparable to students only enrolled in the college-preparatory program (Levesque, Lauen, Teitelbaum, Alt, & Librera, 2000). The National Academy Foundation reported that as recently as 2011, compared to a 50 percent graduation rate in cities where most NAF academies are located, that 97 percent of the NAF seniors graduated from high school. The foundation points this out as evidence of the academy model s effect upon graduation rates and even college enrollment ("Statistics and Research," n.d.). Conversely, Kemple s report (2004) revealed that career academies had no effect on graduation rates. This conflicts with many studies on career academies, but does raise questions about how solid the research is on the effects of academies in this important area. This study also showed that career academy students did not have high academic results as compared to nonacademy students as reported in the Principal s Research Review comparing findings from studies

39 EFFECTS OF CAREER ACADEMIES ON MNPS 27 from three school reform models ("Research-Based Lessons for High School Reform: Findings From Three Models," 2006). Student mobility is a major factor on a student s achievement. In their 2005 policy paper on raising student achievement for Education New York, Sheila Kaplan and Clorinda Valenti (2005) write: Raising the level of educational achievement among low-income and minority students has been the focus of numerous public and private initiatives and public policy programs over the years. Myriad factors social, physical, educational, and familial have been identified to account for persistent low achievement among particular populations. (p. 1) When looking at student engagement and achievement, it is necessary to look at student mobility. Kaplan and Valenti (2005) define student mobility as movement from one school to another for reasons other than grade promotion. They also state, Students who are highly mobile move six or more times in the course of their K-12 education (p. 1). Mary Ann Zehr (2011) states about 13 percent of children in the United States change schools four or more times before enrolling in high school, and job loss, home foreclosures, and homelessness may be driving up student mobility, according to a report from the U.S. Government Accountability Office (para. 1). High mobility rates are seen among low income and needy students. Thomas Fowler-Finn (2001) states, Stability in family, residence, school and school attendance support better learning. Those who need stability the most, the poor, appear to have the least. The poor are far more mobile (para. 4). Kaplin and Valenti (2005) take notice of a 1965 a study conducted in New York City public schools looked for the effects of student mobility. Mobility was cited as a significant obstacle to student achievement. The study found significant differences in academic achievement between children who do not change

40 EFFECTS OF CAREER ACADEMIES ON MNPS 28 schools and children who change schools more than two times. Transferring students to racially balance schools added to the high mobility rate. The student recommended that the city take steps to assure students an uninterrupted educational experience. (para. 2) For an article in School Administrator, Thomas Fowler-Finn (2001) states that looking at mobility rate is only half of the story. It is also important that stability rate be considered. Mobility is calculated when a student leaves or enrolls into a school. School stability, on the other hand, looks at the number of students who stay enrolled in a school for the duration of a particular school year (para. 5-6). Student mobility is a large factor in loss of engagement and achievement. Fowler-Finn (2001) states, Mobile students experience a greater adjustment time to the peer group, the classroom, and the school. This is true for the parents of these students, too (para. 8). Kaplan and Valenti (2005) found in New York schools that high mobility at the high school level was the most important variable impacting student performance and a predictor of high drop-out rates (p. 2-3). Some school districts are working with their communities to encourage parents to remain living in the district. Fowler-Finn (2001) gives the example, schools in the Houston Independent School District urge landlords to negotiate apartment leases from July 1-June 30, rather than the calendar year, to allow students to remain in one location during the school year (para. 20). In study after study, the picture is becoming clearer that bigger, city schools face greater trials. Fowler-Finn (2001) affirms urban schools face greater challenges to educate a mobile student population challenges that may require additional resources (para. 12). The financial costs of these highly mobile students fall on the school districts and the communities. Student mobility not only affects the students, and the parents, but also the teachers, school personnel, and classmates at both the outgoing and incoming schools. This reality makes it imperative for local

41 EFFECTS OF CAREER ACADEMIES ON MNPS 29 schools to have the resources, support, and structure to prepare for new students, especially those with a history of multiple school transfers (p. 7). They also go on to recommend that a local task force be created to further examine the roots of student mobility and what is the best way to serve the kids. However, they stated that it is obvious that the greatest costs of high mobility are to the children themselves, who fall further behind as districts and local schools struggle with limited resources and support to help these high-needs students (p. 7). Student Engagement In 2007 Microsoft Chairman Bill Gates testified before a Senate Committee on Health, Education, Labor and Pensions. In his testimony he stated: Every student in America should graduate from high school ready for college, career and life. Every child. No exceptions. Whether they are going off to college or into the workforce or a combination of the two, it is the responsibility of public education to give our young people the skills, knowledge and preparation for life they need and deserve. (Gates, 2007) The reality of this statement is completely true. All students deserve to be well prepared when they graduate from high school. However, a student s motivation and interests make up a large piece of the academic puzzle. Student engagement is an important element to which today s high schools must give attention. Students constantly ask questions about the relevance of what they are studying. Fredericks, Blumenfled, and Paris show that students who are engaged in the learning process score better on achievement tests, make better grades, and are more likely to enroll in a post-secondary institution (Fredericks, Blumenfeld, & Paris, 2004). Schools are constantly searching for ways to engage their students. In Creating Great Schools, Phillip Schlechty (2005) stated:

42 EFFECTS OF CAREER ACADEMIES ON MNPS 30 When students are engaged, it is because the tasks and activities they are being encouraged to become involved with have inherent meaning and value for them Thus the only means that teachers have to increase engagement is to design school tasks in ways that take into account the values and motives that students bring to the classroom. (p. 9) In The Fourth Way, Hargreaves and Shirley (2009) wrote of the school district in Tower Hamlets, a borough of London, England. As their community changed they were forced to undergo a shift in their educational structure. It became imperative for the community to become involved in the schools and work with the teachers and parents. Hargreaves and Shirley (2009) stated, Groups of professionals and employees from the local community, working alongside each other for the students they share in common, build communities of active trust, engagement, and advocacy that bring about improvement. One leader stated that it was about creating those links and making sure everybody feels part of one community and they have access. (p. 66) If schools want to plant in their students the seed of desire to change the world it is imperative a broader vision be created and that this desire be expressed through curriculum and teaching. They stated young people crave opportunities not just to react and obey, but also to lead and create a better future (p. 83). Wise (2008) pointed out that Researchers estimate that each high school dropout costs society at large about $209,000 over the course of his or her lifetime (p. 9). The need for students to see the relevance of education and importance of staying engaged and enrolled in high school is important, not only for the student, but for society as a whole. Nancy Protheroe (2009) investigated the use of data to reduce the dropout rate of high school students. She noted that, although data cannot do the work that students need to help them

43 EFFECTS OF CAREER ACADEMIES ON MNPS 31 stay in school through graduation, it provides a critically important starting place (p. 7). She shared that it was important for educators to use data to examine indicators of patterns related to student behavior and experiences of students who have dropped out. Using these data will help schools with three items: 1.) Identify connections along the way toward dropping out of school 2.) Promote discussion and planning to provide student supports 3.) Access effectiveness of supports for those who drop out (p. 7). To help reform the educational system and lead to increased student engagement, Wise (2008) suggested a three approach plan for reform: 1.) Align what schools expect of students with the demands of college and the workforce 2.) Offer a rigorous, option-rich curriculum; personalize learning; and provide necessary supports 3.) Improve instruction by mining data and using digital technologies (p ). Kemple and Willner s (2008) study found that on the academic side, a student enrolled in an academy was only slightly more successful than those who were not enrolled. However, students of the academies noted a higher level of personal relationships with their teachers and peers. The researchers observed, The Academies school-within-a-school organization appears to have created communities of support for teachers and students. In this context, students were more highly engaged in school, which was reflected in high attendance rates, low dropout rates, and in the words of several students a sense of being in a family-like atmosphere. (p. 9) In this study, the academy system seemed to have the greatest impact on the high-risk students. Due to the effect of interpersonal engagement, Kemple and Willner (2008) noticed that

44 EFFECTS OF CAREER ACADEMIES ON MNPS 32 these students increased attendance and credits earned in both academic and career or technical courses (p. 9). The professional development opportunities for teachers were also a benefit to the climate created for the students as they were able to have shared planning times to focus on studentrelated concerns. In their review of 25 years of research on the reasons that students drop out of high school, Rumberger and Lim (2008) reviewed 203 studies on this important issue and determined that there are a number of reasons that students drop out of high school and that no one particular reason can be attributed to this problem. However, these researchers concluded that school size was not a factor in students dropping out of high school (p. 3). Visher, Bhandari, and Medrich (2004) conducted a study to see the effects of career exploration programs (CEP) on high school students by observing data from the National Longitudinal Survey of Youth in 1997 and then asking the following questions: Who participated in career exploration? What are the characteristics of schools in which significant numbers of students participated? Did participation affect students high school completion rates and their preparation for college? Did participation influence students enrollment in postsecondary education? (p. 136) The researchers found in their study that student participation in CEPs increased from 1997 to 2000, that the likelihood of a student taking an advanced placement class increased if they had been involved in CEPs, that participation in CEPs increased the likelihood of a student graduating from high school, and that students participating in CEPs were more likely to go to college. The

45 EFFECTS OF CAREER ACADEMIES ON MNPS 33 conclusions that the researchers drew from their study included the belief that participation in CEPs were not limited to the lower end of the academic scale, but were attractive to students of differing academic levels and provide for an increase in student engagement in their high school academic careers. Student engagement is an important factor in a child s success in school. Studies have shown this to be the case and schools are constantly seeking ways of increasing student engagement. In a study done in conjunction with the Organization for Economic Co-operation and Development (OECD) of schools associated with the Program for International Student Assessment (PISA), the issue of student engagement was looked at in terms of gathering family background data, surveys from students to gauge their sense of belonging, and general student attitudes and values with regard to engagement (Wilms, 2000). In this study, Wilms (2000) noted that researchers found that students are engaged at various levels and that levels of engagement are affected by several factors. The study suggested that engagement entails attitudes and behaviours that can be affected by teachers and parents, and shaped by school policy and practice (p. 8). He further stated that some students may be disengaged from school because they lack knowledge about post-secondary education or do not have a good understanding of the links between particular school programmes and employment opportunities (p. 57). Interestingly, with relation so school size, the study suggested that creating smaller learning communities may not be the best way to increase student engagement. This particular study found that schools should instead focus on processes that include the disciplinary climate of the school, student-teacher relations and achievement press (p. 56). Yazzie-Mintz (2010) conducted a survey of high school students seeking to investigate the levels and dimensions of student engagement in the life and work of high schools (p. 2) as part of

46 EFFECTS OF CAREER ACADEMIES ON MNPS 34 the High School Survey of Student Engagement (HSSSE). Recognizing previous research on the importance of student engagement, the HSSSE asks high school students questions related to two areas identified with student engagement: cognitive/intellectual/academic engagement, and social/behavioral/participatory engagement. In other words, are students learning academically and are they behaving and participating in the life of the school? In the 2009 survey, the survey mentions that of those that dropped out of school, 42% remarked that the reason they dropped out is that I didn t see the value in what I was being asked to do (p. 7). To this point, Yazzie-Mintz commented that students are looking for work that connects to what they want to do with their lives after high school (p. 9). In the conclusion of his report, Yazzie-Mintz asks the question about the purpose of education. In his discussion he suggested that If the purpose is to create a way of learning and acquiring knowledge, to dig into an area of interest and inquiry, and to take an intellectual or practical passion to the next level of schooling and/or work, then engaging students in the life and work of schools will be of paramount importance. (p. 24) High school students dropping out before graduating is not a problem that belongs to the United States alone. Many countries struggle with this problem and have differing approaches to finding a solution. However, as Hoffman (2011) described in her article on the international response to drop-out rates, one solution that is popular in many countries including the United States is the combination of vocational preparation with regular high school studies. Even in countries with a lower dropout rate than the United States, there is growing attention being given to this problem as evidenced in the 2009 international conference on student dropout rates at the Organization of Economic Co-operation and Development (OECD) offices in Paris, France.

47 EFFECTS OF CAREER ACADEMIES ON MNPS 35 Hoffman (2011) described how countries like Norway, The Netherlands, and Australia are using vocational education and training (VET) to not simply engage unmotivated students, but also seek to prepare young people for citizenship and lifelong learning (p. 10). These countries have experienced a lower increase in student dropout rates than the United States and Hoffman suggested that attention should be paid to these approaches being taken by other countries. In her conclusion, Hoffman remarked that It makes sense to young people to engage in learning how to do real work and to discover their inclinations and talents as a critical step in becoming an adult and entering the working life (p. 13). Waden (2011) focused on high school reform strategies that impact student achievement and graduation rates, and minority student achievement. This related to his study on high school freshman academy models and minority student achievement. The research over a three year period showed that the implementation of the freshman academy model...had a positive impact upon student achievement and contributed to the increase in attendance and dropout rate declined, (p. 97). Waden (2011) compared the dropout rates over a three year period for schools in which freshman academies were implemented. He found that ten of the seventeen schools studied showed reductions in dropouts. He also summarized that the implementation of freshman academies has a positive impact on student achievement and help with transition into their career academy. His research noted that implementation of ninth grade academies had a positive impact on attendance, dropout and graduation rates, retention, and achievement on high stakes testing (Waden, 2011). In looking at the characteristics of small learning communities, David (2008) found positive climates that included more personalized relationships for students and collegiality among teachers, compared with traditional comprehensive high schools (p. 84). David also notes that in

48 EFFECTS OF CAREER ACADEMIES ON MNPS , Allen, Worth and Easton found that a strong relationship with the teacher and a perception that the course is relevant results in higher student attendance and that 9th grade attendance and course grades are power predictors of high school graduation ( p. 85). It is important to note that Kwong s study (2010) found that in relation to student engagement, academy participants did not have a higher level of engagement than those who were not in an academy. However, Kwong did find that positive student teacher relationships were higher for students who participated in an academy, agreeing with previous examples of research showing that student and teacher relationships are positively affected by the smaller learning communities. Smith (2008) notes, large urban high schools have no chance of reaching every student. Their massive size makes student anonymity inevitable (p. 141). Schools that Change (2008) presented the case study of a school that made the academies work. Louis W. Fox Academic and Technical High School (also known as Fox Tech) of San Antonio, TX ranked last in the city in terms of academic achievement when it was taken over by the district in The new principal knew that it was imperative to break down this large high school into smaller, more manageable groups. The 1,800 students of Fox Tech were enrolled into one of four academies, which created communities of approximately 450 students in each. Smith (2008) states that the reasoning behind the movement is that organizing teachers into teams that serve each of the grades enables teachers to know students as individuals and create a sense of family (p. 141). The results of this organizational change were phenomenal. After the first year of implementation enrollment rose by 305 students and the dropout rate was cut in half. In 1998, at the end of the third year of implementation, the school s attendance was up to almost 93% and the dropout rate had dropped to 1.2%. There was also a reduction in discipline referrals as well as in-school suspensions and out-of-

49 EFFECTS OF CAREER ACADEMIES ON MNPS 37 school suspensions. This change worked because the principal was very clear and unwavering in her message: It was about kids, not politics (p. 145). Ancess and Ort (1999) speak of two failing New York City high schools that underwent a major change in order to develop better schools for their students. In 1992 These two failing high schools were divided into student schools known as the Manhattan Cohort. The school district witnessed great results from these smaller, autonomous academies. Within five years, the schools in this new cluster had the highest graduation rate among New York City high schools while these same schools were able to claim the lowest dropout rates in the city. A random sample of 1998 Manhattan Cohort graduates reveals a college going rate of 89% (p. 4). Some of the changes made had to do with performance assessments within the schools. Each school developed their own system that provided teachers and students the information needed to regularly evaluate their work using multiple guidelines that facilitate continuous improvement. The school also chose to see themselves as an intellectual community. Their focus shifted the purpose of their curriculum, instruction, and assessment onto intellectual development. In order to do so they began by Requiring students to construct knowledge and engage in disciplined inquiry and by designing tasks that have value beyond school. Professional development is integral to teacher development and is primarily provided from within schools or their networks. Teachers learn from one another and their practice. (p. 5) DeArcos (2009) perceives the problem that we are seeing in high schools has arisen because students become disengaged with traditional high school curricular and instructional programs, choosing to leave before graduation without a diploma (p. 30). The quandary now presented to our educators is how to educate the students to be prepared for college, the workforce

50 EFFECTS OF CAREER ACADEMIES ON MNPS 38 and for life while keeping them engaged in the day-to-day curriculum. DeArcos studied 28 academically performing California Partnership Academies (CPAs). These academies showed 80%- 100% senior completion compared with the state CPA rate of 50%. These academies maintained high expectations for student engagement, business partnerships, team cooperation, and college readiness. The results exposed five elements deemed critical to high-performing academies. 1. It is crucial that coursework be relevant and integrated to attract students to participate in their own learning. For example, students in the Academy of Justice studied fingerprinting in Biology, the legal system in history, and crime analysis for drugs in chemistry. The students saw the relevance of their studies and remained occupied in their work. 2. Relationships between students and their teachers as well as corporate partnerships are vital to academic health. Students in the CPAs studied received mentoring from both their teachers and from those in the community. Student-centered experiences were engineered for the students to witness how their curriculum related to the purpose of their academy. For example: the Agricultural Academy attended science fairs, planted trees, and went camping. 3. A leadership team open to collaboration is crucial to creating an environment that is centered on student learning and provides opportunities for the students to apply situational knowledge to the curriculum. Students in a Public Service Academy were given the chance to participate in home searches, police ride-alongs, and trial preparation. 4. Knowing that a college degree is crucial to a student s future career, it is important that expectations are set early to stress the importance of further education. The faculty of the CPAs sought resources to ensure that their students received this message. They took students on trips to local colleges and gave the opportunity for dialog with college graduates. University level courses were also offered to help students begin college with a foundation already set in place.

51 EFFECTS OF CAREER ACADEMIES ON MNPS Realization and implementation of a highly academic curriculum and varied instruction that prepares students for university-level classes and/or employment. Projects and internships were developed to direct the students toward academic success (p ). In the end it is important that educators realize that all students learn in different ways and that not every way of teaching is effective. DeArcos suspects that In an effort to help students own their educational vision, high schools of the future will likely move toward a more studentcentered, interactive and hybrid approach ( p. 33). It is crucial that educators mesh together all of the traits of these successful CPAs so that students are able to see the educational need and vision and therefore have no desire to fail. Sundell, Casetllano, Overman, and Aliaga (2012) completed a study looking at the impact a program of study (POS) may have on a student s academic and technical achievement. The results show that the culture of these learning communities stress caring and collaboration, high expectations, and college or career planning as part of the daily activities. This ideal is communicated through school media, posters, and student planners. The four years of data collected show that POS offer rigorous instruction in both academic and technical areas which affords students the chance to apply learned knowledge and skills in solving real-world issues. Aliaga, et. al. stated, No less importantly, POS appear to be strengthened by school cultures, organizational structures, and instructional practices that emphasize academic and technical achievement, high expectations and preparation for life after high school (p. 31). Orr, Bailey, Hughes, Karp, and Kienzl (2004) showed in their study that seniors enrolled in academies attended school six more days a year (in a school year of 180 days) than their nonacademy senior counterparts, suggesting that the academy model had a positive influence on the attendance of academy students (p. 33). The study further demonstrated that the direct relationships

52 EFFECTS OF CAREER ACADEMIES ON MNPS 40 with their teachers created for graduates a positive learning experience, leading to the previous showing of increase in student attendance (p. 32). The study revealed that these same seniors were consistently in agreement that they had a high quality and beneficial career academy experience that had provided an engaging learning experience... (p. 32). According to the Career Academy National Standards of Practice (2004), the overall effect of career academies has been successful. This was communicated in the standards of practice in this way: By bridging school and the world of work in a way that leads to academic achievement, career academies have been successful in engaging many students who would otherwise be indifferent to or possibly lost from school (College & Career Academy Support Network [CCASN], 2004, p. 4). Student achievement and engagement are two areas that proponents of career academies boast of in terms of seeing great improvement.

53 EFFECTS OF CAREER ACADEMIES ON MNPS 41 Methodology Research Design This study utilized a descriptive quantitative research design for the purpose of describing current MNPS academy achievement and engagement and showing comparisons between different demographic groups and academy types. Quantitative data was obtained from the client s archived data, which was stored in the MNPS data warehouse/dashboard system and the MNPS research department. Public data, such as graduation rates were gathered from the Tennessee Department of Education. This study will serve as a method to obtain baseline data for MNPS academies. Purpose of Study The objective of this study was to describe the implementation of high school academies in MNPS in the realms of student achievement and engagement. This study focused on how the academies were performing in the areas of academics and student engagement. Measurements for student achievement were graduation rates and high stakes testing results from PLAN and EOC score reports. Attendance and discipline variables were used to comprise student engagement. Research Questions and Hypotheses The following research questions will be addressed in this study: Descriptive research questions. 1. At what levels are students achieving within academies in MNPS? 2. At what levels are students engaged within academies in MNPS? Comparative research questions and hypotheses. These questions and hypotheses have been derived from current research on career academies: 3. Do different demographic groups achieve differently within the academy model within MNPS?

54 EFFECTS OF CAREER ACADEMIES ON MNPS Do different demographic groups engage differently within the academy model within MNPS? The following Null Hypotheses will be addressed in the statistical analysis of this study: H 01) There is no statistically significant difference in PLAN scores among students in different schools. H 02) There is no statistically significant difference in PLAN scores among students of different ethnicities. H 03) There is no statistically significant difference in PLAN scores among students of different gender. H 04) There is no statistically significant difference in English II EOC scores among students in different schools. H 05) There is no statistically significant difference in English II EOC scores among students of different ethnicities. H 06) There is no statistically significant difference in English II EOC scores among students of different gender. H 07) There is no statistically significant difference in Algebra I EOC scores among students in different schools. H 08) There is no statistically significant difference in Algebra I EOC scores among students of different ethnicities. H 09) There is no statistically significant difference in Algebra I EOC scores among students of different gender. H 10) There is no statistically significant difference in ISS rates among students in different schools.

55 EFFECTS OF CAREER ACADEMIES ON MNPS 43 H 11) There is no statistically significant difference in ISS rates among students of different ethnicities. H 12) There is no statistically significant difference in ISS rates among students of different gender. H 13) There is no statistically significant difference in OSS rates among students in different schools. H 14) There is no statistically significant difference in OSS rates among students of different ethnicities. H 15) There is no statistically significant difference in OSS rates among students of different gender. H 16) There is no statistically significant difference in attendance rates among students in different schools. H 17) There is no statistically significant difference in attendance rates among students of different ethnicities. H 18) There is no statistically significant difference in attendance rates among students of different gender. Description of Population Metropolitan Nashville Public Schools provides a free appropriate public education for students in kindergarten through twelfth grades within Davidson County, Tennessee. MNPS is a diverse school system. As one of the most racially, ethnically, and socio-economically diverse school systems in the country, it currently serves students from more than 80 different countries and of more than 70 different languages. The district is made up of 139 total schools which include 72 elementary schools, 34 middle schools, 21 high schools, five charter schools, four special education

56 EFFECTS OF CAREER ACADEMIES ON MNPS 44 schools, and three alternative schools. Of the 21 high schools in the district, 12 follow the academy model (Metropolitan Nashville Public Schools website, n.d.). As a district, approximately 71% of MNPS s student population is characterized as economically disadvantaged (Metropolitan Nashville Public Schools Annual Report, 2013). The population for this study included ninth through twelfth grade students of the twelve academy model high schools in MNPS. These students had been enrolled in an academy for at least three years and some for four years. Additionally, the population included archival data from the senior class in MNPS academy model high schools. This allowed the researchers to investigate academy implementation. The researchers utilized a random number generator from Microsoft Excel Data Analysis Tool Pak in order to select numbers between zero and one to obtain a randomly generated sample of 1,500 students from the data set. The original data provided by MNPS contained approximately 17,600 students. Figure 1 illustrates the percentage of students who are male and female from the data sample at the MNPS academy model high schools.

57 EFFECTS OF CAREER ACADEMIES ON MNPS 45 Figure 1. Gender of students Male Female 47.87% % 782 Figure 1. Male and female representation of the sample Figure 2 shows the ethnicities of students in the sample. Ethnicities represented in the study include White, Black, Asian, and Hispanic. It is important to note that when disaggregating data by ethnicity there are certain criteria utilized in the categorization. When enrolling their children, parents/guardians mark a box indicating whether students are either Hispanic or non- Hispanic. Regardless of race, a parent who chooses Hispanic has his or her children marked in that racial/ethnic category for purposes of accountability. All parents then check the boxes that apply from the following racial categories: Black, White, Asian, Native American, and Hawaiian/Pacific Islander. Only students who choose no other race besides White are placed in the White category for purposes of accountability. Thus, a person from Kurdistan who speaks no English is categorized as white and an English Learner. Indians from the Asian subcontinent are typically marked White or Asian and may or may not be English Learners as well. (C. Stenson, personal communication, September 16, 2013).

58 EFFECTS OF CAREER ACADEMIES ON MNPS 46 Figure 2. ethnicity of students 15.01% % 472 White Asian Black Hispanic 49.10% % 66 Figure 2. Ethnicities from the sample of the study Figure 3 shows in percentages the distribution of the sample among all twelve of the academy zoned high schools from which data was provided by MNPS. McGavock High School made up 13.54% of the sample and was the largest percentage represented of the overall population. Stratford High School made up 4.20% of the sample and was the smallest percentage represented in the overall population.

59 EFFECTS OF CAREER ACADEMIES ON MNPS 47 Figure % 4.2% 5.74% School Name 12.88% Antioch Cane Ridge 10.61% 6.8% 8.34% 8.07% 6.34% Glencliff Hillsboro Hillwood Hunters Lane McGavock Maplewood 13.54% 10.67% 7.81% Overton Pearl Cohn Stratford White's Creek Figure 3. Distribution of the sample by school Figure 4 demonstrates the student distribution of the data used. McGavock had the greatest number of students in the sample with 203. Stratford had the least number of students at 63 in the sample.

60 EFFECTS OF CAREER ACADEMIES ON MNPS 48 Figure sample among schools Figure 4. Frequency of the sample among schools Variables of Study The independent variables were each of the high school academies and the demographic groups in each academy. For the purpose of this study, the demographic groups were ethnicity, Algebra I EOC and English II EOC scores, PLAN scores, attendance, and behavior referrals. The dependent variables included the following: student attendance measured by number of days present student achievement measured by PLAN Scores student achievement measured by EOC Scores graduation rates measured by the state rate overall for each academy student mobility rate measured by MNPS data about student transfers from school to school student behavior measured by office referrals

61 EFFECTS OF CAREER ACADEMIES ON MNPS 49 student behavior measured by ISS offenses student behavior measured by OSS offenses The independent variables included the following: demographic groups in ethnicity and gender academy groups by themes and by school Procedures for Data Collection The following procedures were addressed during this study. The researchers obtained an approved project proposal from MNPS and completed an online course to receive certification for protecting human research participants. All necessary forms were submitted to MNPS and IRB through Lipscomb University for approval. Data was then requested from an institutional representative with MNPS. Requests were submitted to the research and evaluation department of MNPS for specific archived data in the form of variables of attendance, behavior, achievement in the form of GPA, EOC scores and PLAN scores, gender, and ethnicity. Archived data were provided by the MNPS research and assessment department. These data were a collection of academy students for the school year from the twelve academy model MNPS high schools. Data were given to the researchers and then analyzed using Microsoft Excel Data Analysis Tool Pak and SPSS Statistical Program. Checks and balances were used to ensure that data were appropriately entered and secured. Procedures for Data Analysis Data analysis utilized a combination of descriptive statistics, independent t-tests, and ANOVA. The data provided by MNPS for the academy zoned high schools were analyzed using the Microsoft Excel Data Analysis Tool Pak and the SPSS statistical program. The results of each test were then included in the data analysis section with analyses.

62 EFFECTS OF CAREER ACADEMIES ON MNPS 50 For the dependent variables of PLAN, ENG II EOC and ALG I EOC, the researchers ran descriptive statistics. The following tests were performed: If the independent variable was School or Ethnicity, a single-factor ANOVA was executed because these independent variables contain more than two values. The School variable could have been any one of twelve different values for the twelve different high schools. Ethnicity could have been any one of five values. Therefore, an ANOVA was required. For the independent variable of Gender a t-test was performed since gender can only be one of two variables (male or female). The dependent variables of Attendance Rate, ISS Ratio, and OSS Ratio were percentages. These tests were run in order to resolve data assumptions so the determination could be made to reject or retain the null hypotheses. Unless otherwise noted, the tests for this study were executed at an alpha =.01 level of significance. The researchers performed tests in SPSS and Excel and the findings were analyzed in Chapter 4 along with corresponding tables and graphs. Data from the state website regarding graduation rate were also presented in this chapter along with corresponding graphs and data analyses. ANOVA examines the variance of data. For the completed ANOVA tests, the numbers on the second row of the data tables show the mean or average and the variances of two variables. A single factor ANOVA was performed to see if schools explained differences in scores or factors for students in academies. In each hypothesis one factor and the response variable were present. So, ANOVA was used to test whether there was a statistically significant difference between schools students were enrolled in and their scores.

63 EFFECTS OF CAREER ACADEMIES ON MNPS 51 The sample means were tested at the α =.01 level due to the size of the sample. The T-test was used for comparing two sample means and was an approximation of the Normal Distribution. In order to determine whether the population of the sample was normally distributed, T-tests were performed. The output gave both one tailed and two tailed probabilities. These are explained in the analysis section of Chapter 4. Disposition of the Data All collected data were kept in a locked cabinet in the office of one of the researchers. All printed data were placed in sealed envelopes. Any digital data were saved to a flash drive or CD and stored in the same locked cabinet. At the time of collection all data were anonymous to the researchers and the public. Therefore, identification of individual students was not possible. However, the data were kept secure as if this concern were present. The data provided will be kept for a minimum time of one year after publication of the research study. At the time of one year post-publication, all data will be properly destroyed.

64 EFFECTS OF CAREER ACADEMIES ON MNPS 52 Chapter 4: Findings and Analysis The data provided to the researchers by MNPS were on a CD which contained two data sets and a data dictionary describing the variables in the data set. With regard to graduation rates, the researchers were able to locate data from the Tennessee State Department of Education website. This site only reported graduation rate data in percentages by school, ethnicity and gender. After meeting with a representative from the MNPS Research Department regarding the data provided, the decision was made to use PLAN scores because PLAN is a one-time test. Therefore it was an accurate indicator of student testing ability. Also, the PLAN is required of all tenth graders across the country. The decision was made to utilize Algebra I EOC and English II EOC scores as indicators of student achievement for purposes of consistency and relevance to this study. In order to provide relevant baseline data, when possible, comparisons were made between the academies and the district and state. Demographic Information The original data provided by MNPS contained from 17,000 to approximately 20,000 students from the twelve academy high schools in MNPS. The researchers took a random sample of 1,499 students from the data provided by MNPS from the twelve academy high schools. The sample contained 47.87% females and 52.13% males. The ethnicities included in the sample are Asian, Black, Hispanic and White. The researchers did not include the ethnicity of Pacific Islander since there were so few in the original data provided from MNPS and they would not show a statistical significance. The random sample for this study contains students in grades nine through twelve who attended zoned high schools called academies. The academies included in the sample

65 EFFECTS OF CAREER ACADEMIES ON MNPS 53 of the study were Antioch, Cane Ridge, Glencliff, Hillsboro, Hillwood, Hunters Lane, McGavock, Maplewood, Overton, Pearl-Cohn, Stratford, and Whites Creek. The following tables and figures show descriptive statistics for student achievement and engagement. These relate to research questions as well as a presentation of baseline data regarding the academy high schools within MNPS. Table 1 presents descriptive statistics for the variables of attendance rate, ISS ratio, OSS ratio, Algebra I EOC, English II EOC Scaled Scores, and PLAN National Percentiles. The means in Table 1 are the sums of a set of scores divided by the total number of scores in the set for each category. Table 1. Descriptive Statistics for Variables of Attendance Rate N Minimum Maximum Mean Std. Deviation Variance Skewness Kurtosis Attendance Rate ISS Ratio OSS Ratio Alg I Eng II PLAN Valid N 11 (listwise) Note: Alg I=Algebra I EOC Scaled Score, Eng II=English II EOC Scaled Score, PLAN=PLAN National Percentile

66 EFFECTS OF CAREER ACADEMIES ON MNPS 54 The Attendance Rate was defined by the number of days present divided by the number of enrolled days. The number of days present equaled the total number of days that students were counted present at each academy. The number of enrolled days equaled the total number of days all students were enrolled at each academy. Table 2 shows the mean attendance rate by school. Figure 5 shows a visual representation of the distribution of attendance among the twelve academy high schools. Hillsboro High School had the highest mean attendance rate at Stratford High School had the lowest mean attendance rate at The overall mean attendance rate was Although Stratford had the lowest mean rate of attendance, it was not statistically significant. Table 2. Mean Attendance Rate by School School number Mean N Std. Deviation Median Variance Skewness Kurtosis Antioch Cane Ridge Glencliff Hillsboro Hillwood Hunters Lane McGavock Maplewood Overton Pearl-Cohn Stratford Whites Creek Note: A wide variation of attendance rates by school is not evident.

67 EFFECTS OF CAREER ACADEMIES ON MNPS 55 Figure Figure 5. Distribution of Attendance Rates by School does not show a wide attendance variation between academies. Table 3 reports the results of the Levene s Test of equal variances between attendance rate and academy high schools in the sample. It shows equal variances when tested at the (0.01) level.

68 EFFECTS OF CAREER ACADEMIES ON MNPS 56 Table 3. Levene s Test for Attendance Rate by School F df1 df2 Sig Note: Tests the null hypothesis that the error variance of the dependent variable was equal across groups. a. Design: Intercept + meno b. Meno=school Table 4 shows the mean ISS ratio and OSS ratio by school overall. The ISS Ratio was defined by the number of ISS days divided by the number of enrolled days. The number of ISS days equaled the total number of days that students spent in ISS at each academy. The number of enrolled days equaled the total number of days all students were enrolled at each academy. The ISS ratio had an overall mean of The OSS Ratio was defined by the number of OSS days divided by the number of enrolled days. The number of OSS days equaled the total number of days that students spent in OSS from each academy. The number of enrolled days equaled the total number of days all students were enrolled at each academy. The OSS ratio had an overall mean of

69 EFFECTS OF CAREER ACADEMIES ON MNPS 57 Table 4. Mean ISS and OSS Ratio by School ISS Ratio OSS Ratio N Mean Mean Antioch Cane Ridge Glencliff Hillsboro Hillwood Hunters Lane McGavock Maplewood Overton Pearl-Cohn Stratford Whites Creek Note: The total mean for ISS Ratio was and the total mean for OSS Ratio was Table 5 shows the mean ISS ratio by ethnicity overall. The overall mean ISS ratio by ethnicity was It also displays that the ethnic group of Asians had the lowest mean for ISS Ratio and that the ethnic group of Blacks had the highest mean for ISS Ratio.

70 EFFECTS OF CAREER ACADEMIES ON MNPS 58 Table 5. ISS Ratio by Ethnicity Ethnicity of students Mean N Std. Deviation Median Variance Skewness Kurtosis White Asian Black Hispanic Note: The total mean was Table 6 shows the overall mean of OSS ratio by ethnicity. The overall mean of OSS ratio by ethnicity was This table shows that the ethnic group of Blacks had the highest mean for OSS Ratio, while the ethnic group of Asians had the lowest mean for OSS Ratio.

71 EFFECTS OF CAREER ACADEMIES ON MNPS 59 Table 6. OSS Ratio by Ethnicity ethnicity of students Mean N White Asian Black Hispanic Note: The total mean for ethnicities was Table 7 shows the mean attendance rate by ethnicity overall. The Attendance Rate was defined by the number of days present divided by the number of enrolled days. The number of days present equaled the total number of days that students were counted present at each academy. The number of enrolled days equaled the total number of days all students were enrolled at each academy. The mean attendance rate by ethnicity overall was The ethnic group of Asians had the highest mean attendance rate and the ethnic group of Whites had the lowest mean attendance rate.

72 EFFECTS OF CAREER ACADEMIES ON MNPS 60 Table 7. Attendance Rate by Ethnicity Ethnicity of Std. Mean N Median Variance Skewness Kurtosis students Variation White Asian Black Hispanic Note: The total mean for attendance rate by ethnicity was The state of Tennessee graduation rates for each ethnicity is reported in the form of percentages. Table 8 shows the data from the Tennessee Department of Education. Hillwood had the highest rate of graduates overall, while Pearl-Cohn had the lowest rate of graduates overall. Hillwood and Maplewood had the highest rate of Asian graduates. Hillwood also had the highest rate of Hispanic graduates. McGavock had the highest rate of Black graduates. Hillwood had the highest rate of White graduates. Hunters Lane and Pearl-Cohn had the lowest rate of Asian graduates. Pearl-Cohn had the lowest rate of Hispanic graduates. Stratford had the lowest rate of Black graduates. Pearl-Cohn had the lowest rate of White graduates. Appendix A displays a visual representation of graduation rate by ethnicity for the academy high schools. This data is available for public download from the Department of Education s website. When the academy high schools graduation rates are compared to overall graduation rates for the state of Tennessee, all of the academy high schools in the study graduated a lower percentage of students than the state overall for When comparing those same schools to Davidson County (MNPS), Cane Ridge, Hillsboro, Hillwood, and McGavock were the only academies to have a higher percentage of graduates than the county overall. With regard to

73 EFFECTS OF CAREER ACADEMIES ON MNPS 61 comparing graduation rates among ethnicities at academies to the state of Tennessee it was found that Hillwood graduated a higher percentage of Whites than the state overall. For the Hispanic ethnic group, Hillsboro and Hillwood graduated a higher percentage than the state overall. Cane Ridge, Hillwood, Maplewood, and Overton all graduated a higher percentage of Asians than the state overall. Overall graduation rate was compared between Davidson County and ethnicities at the academies. It was found that Cane Ridge, Hillwood, McGavock, and Overton graduated a higher percentage of Whites than the county. Cane Ridge, Hillsboro, Hunters Lane, and McGavock graduated a higher percentage of Blacks than the county. Glencliff, Hillsboro, Hillwood, and Whites Creek graduated a higher percentage of Hispanics than the county. Cane Ridge, Glencliff, Hillwood, Maplewood, and Overton graduated a higher percentage of Asians than the county.

74 EFFECTS OF CAREER ACADEMIES ON MNPS 62 Table 8. Graduation Percentages for All Students by Ethnicity System/School All students White grad rate Black grad rate Hispanic grad rate Asian grad rate State of TN 87.2% 90.9% 79.1% 80.5% 90.6% Davidson County (MNPS) 78.4% 80.6% 77.9% 71.6% 82.6% Antioch 69.8% 76.6% 72.2% 57.7% 70.0% Cane Ridge 82.1% 83.3% 82.9% 75.3% 94.4% Glencliff 71.6% 61.1% 69.2% 81.5% 81.8% Hillsboro 80.3% 76.9% 82.4% 92.3% 66.7% Hillwood 84.0% 89.1% 72.8% 93.8% 100.0% Hunters Lane 77.8% 70.4% 83.2% 69.7% 50.0% McGavock 78.8% 84.5% 86.5% 65.3% 72.3% Maplewood 68.4% 58.6% 70.4% 55.0% 100.0% Overton 77.6% 78.9% 74.8% 76.9% 93.8% Pearl-Cohn 69.3% 36.4% 71.6% 50.0% 50.0% Stratford 64.4% 64.9% 64.5% 58.3% 75.0% Whites Creek 71.0% 63.9% 71.6% 83.3% - Note: The total graduation rate percentages among schools by ethnicities ranges from 50.0% to 100.0%. The following paragraphs address graduation rate of the twelve academies in the study. The figures pertaining to each descriptive comparison are shown in the corresponding appendices. In 2012, Antioch High School graduated a majority of their students. Appendix A, Figure 10 shows that 76.6% of their White population received their diplomas. The Black population had

75 EFFECTS OF CAREER ACADEMIES ON MNPS % of their students finishing their high school courses. Success was seen in graduating 87.7% of their Hispanic students, 70% of the Asian students and 100% of the Native American seniors. Due to the fact that Cane Ridge and Antioch are in the same geographic area of the city, Cane Ridge s graduation rates are very similar to those of Antioch High School. 83.3% of their White population completed the degree program while 82.9% of Blacks finished their high school courses as well. Cane Ridge did not see as great of a success with their Hispanic population as did Antioch. However, 75.3% of those students received their diplomas. 94.4% of the Asian students graduated in May. For a visual representation refer to Appendix A, Figure 11. In 2012, Glencliff High School graduated 61.1% of their White population as noted in Appendix A, Figure 12. Blacks graduated with 69.2% of those students finishing their high school courses. 81.5% of their Hispanic students graduated and 81.8% of the Asian students completed the program. Glencliff High School did not graduate any Native Americans. Appendix A, Figure 13 shows 76.9% of the White population at Hillsboro High School completed the degree program while 82.4% of Blacks finished their high school courses as well. Hillsboro High School did see achievement with their Hispanic population in graduating 92.3% of those students. They only graduated 66.7% of their Asian population. In 2012, Hillwood High School graduated a majority of their students. 89.1% of their White population received their diplomas. Blacks graduated with 72.8% of those students finishing their high school courses 93.8% of their Hispanic students completed the program and received their diploma as well as 100% of the Asian students. Hunters Lane High School graduated 70.4% of their White population while 83.2% of Blacks finished their high school courses. 69.7% of the Hispanic population received their

76 EFFECTS OF CAREER ACADEMIES ON MNPS 64 diplomas. 50% of the Asian students graduated in May. Appendix A, Figure 15 shows a visual representation of these data. In 2012, Maplewood High School graduated 58.6% of their White population as shown in Appendix A, Figure 16. A large number of Blacks graduated with 70.4% of those students finishing their high school courses. 55% of their Hispanic students graduated. Great success was seen with the graduation of 100% of the Asian students. McGavock High School s graduation rates show that 78.9% of their White population completed the degree program, while 74.8% of the Blacks finished their high school courses as well. They saw 76.9% of their Hispanic population graduate. 93.8% of the Asian students graduated. A visual representation of these data is shown in Appendix A, Figure 17. In 2012, Overton High School graduated 84.5% of their White population. Blacks graduated with 86.5% of those students finishing their high school courses. Overton High School saw 65.3% of their Hispanic population graduate, and 72.3% of the Asian population received their diplomas. This is noted in Appendix A, Figure 18. Pearl-Cohn High School graduated 36.4% of their White population. They showed greatest success in that 71.6% of their Black population finished their high school courses as well. The Hispanic and Asian populations both graduated only 50% of their populations. A visual representation is displayed in Appendix A, Figure 19. In the 2012 senior class, Stratford High School graduated 64.9% of their students from their White population. 64.5% of their Black population received their diplomas. They graduated 58.3% of their Hispanic population. 75% of the Asian population received their diplomas. Appendix A, Figure 20 illustrates these data.

77 EFFECTS OF CAREER ACADEMIES ON MNPS 65 Whites Creek High School had 63.9% of their White population complete the degree program, while 71.6% of Blacks finished their high school courses. Whites Creek saw their Hispanic population graduate 83.3% of their students. 0% of the Asian population graduated. These data are visually represented in Appendix A, Figure 21. The state of Tennessee s data regarding graduation rates by gender were reported in the form of percentages. Table 9 shows the data from the Tennessee Department of Education. These data were available for public download from the Department of Education s website. Graduation percentages by gender show that Hunters Lane graduated the highest percentage of females in 2012 with 95.4%, while Hillwood graduated the highest percentage of males in 2012 with 79.7%. Appendix B provides visual representations of each of the academy high schools graduation rates by gender. When academy graduation rates by gender were compared to the state of Tennessee graduation rate, it was found that none of the academies met the state graduation rate for males. Cane Ridge, Hillsboro, Hillwood, and Hunters Lane had a higher percentage of female graduates than the state. When academy graduation rates by gender were compared to Davidson County graduation rates, Hillwood was found to be the only academy with a higher percentage of male graduates than the county. Glencliff, Hillsboro, Hillwood, Hunters Lane, McGavock, Maplewood, Overton, and Whites Creek all had higher graduation percentages for females than the county.

78 EFFECTS OF CAREER ACADEMIES ON MNPS 66 Table 9. Graduation Percentages for All students and by Gender School All students Male graduation rate Female graduation rate State of TN 87.2% 84.9% 89.7% Davidson County (MNPS) 78.4% 73.8% 83.3% Antioch 69.8% 64.6% 76.4% Cane Ridge 82.1% 76.2% 88.5% Glencliff 71.6% 65.3% 78.8% Hillsboro 80.3% 73.0% 90.1% Hillwood 84.0% 79.7% 88.9% Hunters Lane 77.8% 69.9% 95.4% McGavock 78.8% 77.3% 80.7% Maplewood 68.4% 59.5% 78.8% Overton 77.6% 74.6% 81.2% Pearl-Cohn 69.3% 64.6% 74.8% Stratford 64.4% 64.7% 64.0% Whites Creek 71.0% 62.6% 79.4% Note: The graduation rate percentages among schools for all students and broken down by gender range from 59.5% to 79.7% for males and from 64.0% to 88.9% for females. Statistical Analyses of the Null Hypotheses H 01) There is no statistically significant difference in PLAN scores among students in different schools. Table 10 shows the mean of the PLAN scaled scores by academy high schools of those students from the sample who took this particular test. Table 10 also shows there was no statistical significance if tested at a.01 level. When it is tested at a.05 level there is a statistical significance. There is also a 93% chance of finding a statistical significance when tested at.05 and there are only about 250 in this particular sample of the test.

79 EFFECTS OF CAREER ACADEMIES ON MNPS 67 From the 2009/2010 school year-2011/2012 school year the PLAN composite scores ranged from 16.0 down to 15.8 then rose back to 16.2 overall for Davidson County (MNPS). This composite score report included 3,652 students who took the PLAN during this same time period. Davidson County s (MNPS) composite score from 2011/2012 of 16.2 was below the national average composite score of These PLAN composite scores were reported from the Tennessee state department of education as scaled scores (ACT, 2011). The data in table 10 were provided by MNPS as national percentiles. Therefore, relevant comparisons were not existent. Table 10. PLAN by School School Mean N Std. Deviation Median Variance Skewness Kurtosis Antioch Cane Ridge Glencliff Hillsboro Hillwood Hunters Lane McGavock Maplewood Overton Pearl-Cohn Stratford Whites Creek Note: The total mean for PLAN by school was of the 259 students in the sample who took this test while in the tenth grade.

80 EFFECTS OF CAREER ACADEMIES ON MNPS 68 Table 11 shows the results of the Levene s Test that was completed on PLAN National Percentile Scaled Scores for this study. It shows the possibility of an equal variance across the sample tested of those who took the PLAN while at one of the twelve academy high schools. Table 11. PLAN Levene s Test Results F df1 df2 Sig Note: Tests the null hypothesis that the error variance of the dependent variable is equal across groups. a. Design: Intercept + meno b. Meno=school

81 EFFECTS OF CAREER ACADEMIES ON MNPS 69 Table 12 shows the results of the PLAN test of ANOVA. The null hypothesis for PLAN score by school was rejected as the tests showed there was a statistical significance between the scores within schools. It also shows that 9.1% of the variation in scores could be explained by the school that students attended. It further shows that there was an 81.4% chance of detecting a true significant difference. Table 12. PLAN ANOVA by School Model df Mean Square Error F Sig. Partial Eta Squared Observed Power b Meno/school * Note: Computed using alpha=.05; meno=school

82 EFFECTS OF CAREER ACADEMIES ON MNPS 70 An LSD post hoc test was performed to locate the significant differences among schools regarding the PLAN. It was found that there were significant differences between Antioch and Hillsboro (.011) as well as Maplewood (.016). There were significant differences between Cane Ridge and Maplewood (.002). Differences were noted between Glencliff and Maplewood (.002). Differences were found between Hillsboro and McGavock (.016), Maplewood (.000), Pearl-Cohn (.049), and Whites Creek (.026). Hillwood showed significant differences with Maplewood (.009). Differences were found between Hunters Lane and Maplewood (.010). McGavock noted differences with Maplewood (.017). Significant differences were found between Maplewood and and Overton (.000). Statistical significance was also found when Overton was compared to Hillsboro (.049). H 02) There is no statistically significant difference in PLAN scores among students of different ethnicities. Table 13 shows the results of PLAN by Ethnicity. White students had the highest mean PLAN score at while black students had the lowest at These numbers were average national percentile rank. The average PLAN score of all students in the sample was It is also noted that the ethnicities included for testing the null hypotheses are listed. The table displays the label and value utilized for each test performed. For the purposes of this study the ethnicities listed were White, Asian, Black and Hispanic.

83 EFFECTS OF CAREER ACADEMIES ON MNPS 71 Table 13. PLAN by Ethnicity Ethnicity of students Mean N Std. Variation Median Variance Skewness Kurtosis White Asian Black Hispanic Note: The total mean for PLAN Score by Ethnicity was Table 14 shows the results of the Levene s Test to determine equal variances between PLAN and ethnicity when tested at the 0.05 level of significance. This shows the significance was below the alpha, so there were not equal variances.

84 EFFECTS OF CAREER ACADEMIES ON MNPS 72 Table 14. PLAN Levene s Test F df1 df2 Sig Note: Tests the null hypothesis that the error variance of the dependent variable is equal across groups. a. Design: Intercept + Ethnicity In Table 15 it is shown that there was a 95% chance of detecting a true difference between PLAN and ethnicity. This was tested at a.05 level to determine if there was a statistical significance. It was concluded that there was a statistically significant difference in the mean PLAN scores between ethnicities. The null hypothesis for PLAN scores among ethnic groups was rejected.

85 EFFECTS OF CAREER ACADEMIES ON MNPS 73 Table 15. PLAN ANOVA by Ethnicities Source Corrected Model Type III Sum of Squares df Mean Square F Sig. Partial Eta Squared Noncent. Parameter Observed Power b a Ethnicity * Error Total a. R squared=0.64 (Adjusted R Squared=.053) b. Computed using alpha=.05 LSD post hoc tests were run in order to show differences among ethnicities regarding the PLAN. Significant differences were found between White and Black (.000) students. Differences were found between Asians and Blacks (.036) as well. H 03) There is no statistically significant difference in PLAN scores among students of different gender. Table 16 shows that in the sample, females had a mean national percentile rank of while males had a mean national percentile rank of The average PLAN score of all students in the sample was

86 EFFECTS OF CAREER ACADEMIES ON MNPS 74 Table 16. PLAN by Gender Gender of students Mean N Std. Variation Median Variance Skewness Kurtosis Male Female Note: The total mean for PLAN among gender was from the 259 who took this test while in the tenth grade. It is shown in Table 17 that an independent t-test was run to resolve assumptions about the null hypothesis. It was concluded that there was not a statistically significant difference in the mean PLAN scores between gender. Independent samples t-test were performed to support this conclusion. This shows that there was a 95% confidence level for detecting a true significant difference. The p-value was which was above the alpha of Therefore, the null hypothesis for PLAN scores among gender groups was retained.

87 EFFECTS OF CAREER ACADEMIES ON MNPS 75 Table 17. PLAN Independent T-test Gender of students N Mean df t p Male Female Note: Tested at the 0.05 level. H 04) There is no statistically significant difference in English II EOC scores among students in different schools. Table 18 shows the English II EOC Scores by school. It also shows the twelve academy high schools in this study and the numeric values assigned to each one tested regarding English II EOC scores for the sample. Glencliff High School, with a mean score of , had the highest average English II EOC scaled score. Stratford had the lowest average English II EOC scaled score with a score of The average English II EOC scaled score for the entire sample was

88 EFFECTS OF CAREER ACADEMIES ON MNPS 76 Table 18. ENG II EOC by School School number Mean N Std. Variation Median Variance Skewness Kurtosis Antioch Cane Ridge Glencliff Hillsboro Hillwood Hunters Lane McGavock Maplewood Overton Pearl-Cohn Stratford Whites Creek Note: The total mean of English II EOC Scaled Scores by school was of the 351 students from the sample who took this test at the end of their tenth grade year. Table 19 shows Levene s test for equal variance across schools for the English II EOC for the sample. It shows there could be an equal variance across groups tested.

89 EFFECTS OF CAREER ACADEMIES ON MNPS 77 Table 19. Levene s Test for ENG II EOC F df1 df2 Sig Note: Tests the null hypothesis that the error variance of the dependent variable was equal across groups. a. Design: Intercept + meno b. Meno=school Table 20 shows a p-value of regarding English II EOC Scores and academy high schools from the sample. It shows a statistically significant difference between English II EOC scores and school when tested at the 0.05 level. Because the p-value is 0.036, it was concluded that there was a statistically significant difference in the mean English II EOC scaled scores between schools when tested at a.05 level. The tables above show a 90% chance of detecting significance. The null hypothesis for English II EOC scaled score among schools was rejected.

90 EFFECTS OF CAREER ACADEMIES ON MNPS 78 Table 20. English II EOC Scaled Score ANOVA Model Correcte d Model Type III Sum of Squares df Mean Square F Sig. Partial Eta Squared Noncent. Parameter Observed Power b a meno * Error Total Note: a. R squared=.059 (Adjusted R Squared=.028) b. Computed using alpha=.05 An LSD post hoc test was run to determine if significant differences existed regarding English II EOC among schools. It was revealed that significant differences existed between Antioch and Stratford (.018). Differences were also seen between Glencliff and Hunters Lane (.030), Maplewood (.036), and Stratford (.009). A significant difference was noted between Hillsboro and Stratford (.015). Differences were noted between Hunters Lane and Glencliff (.030) and Overton (.023). A significant difference was noted between McGavock and Stratford (.022), as well as between Maplewood and Overton (.031). A significant difference was also noted between Overton and Stratford (.008). H 05) There is no statistically significant difference in English II EOC scores among students of different ethnicities. Table 21 shows the results of English II EOC and ethnicity from the sample. Asian students had the highest mean English II EOC scaled score of and Hispanics had the lowest mean English II EOC scaled score of

91 EFFECTS OF CAREER ACADEMIES ON MNPS 79 When tested at a 0.01 level there was a significant difference between the English II EOC scores and ethnicities. Table 22 shows the p-value is.006. This displays a statistical significance between English II EOC scores and ethnicity. Table 23 illustrates a post hoc test which was executed in order to resolve assumptions regarding English II EOC and ethnicity. The table displays a 99% chance of detecting a statistical significance. It shows a statistical significance between black and white ethnicities in relation to English II EOC. Thus, the null hypothesis for English II EOC scores among ethnic groups was rejected. Table 21. ENG II EOC by Ethnicity Ethnicity of students Mean N Std. Variation Median Variance Skewness Kurtosis White Asian Black Hispanic Note: The total mean English II EOC by ethnicity was

92 EFFECTS OF CAREER ACADEMIES ON MNPS 80 Table 22. ENG II EOC ANOVA by Ethnicity Model df Mean Square F Sig. Partial Eta Squared Observed Power b Corrected Model Ethnicity *.677 Error Total 351 Note: a. R Squared=.035 (Adjusted R Squared=.027) b. Computed using alpha=.01. Table 23. English II EOC by Ethnicity Multiple Comparisons Tukey HSD (I) ethnicity of students (J) ethnicity of students Mean Difference (I-J) Std. Error Sig. 99% Confidence Interval Lower Bound Upper Bound White Asian Black * Hispanic Asian White Black Hispanic Black White * Asian Hispanic Hispanic White Asian Black Note: Based on observed means. The error term is Mean Square (Error) = *. The mean difference is significant at the.01 level.

93 EFFECTS OF CAREER ACADEMIES ON MNPS 81 H 06) There is no statistically significant difference in English II EOC scores among students of different gender. Table 24 shows the results regarding ENG II EOC and gender. In the sample the females had a mean scaled score of , while males had a mean scaled score of Table 24. ENGLISH II EOC by Gender Gender of students Mean N Std. Variation Median Variance Skewness Kurtosis Male Female Note: The total mean for English II EOC by Gender was ,

94 EFFECTS OF CAREER ACADEMIES ON MNPS 82 Table 25 shows the results of the independent t test between the variable of English II EOC and gender. It shows that there could not have been equal variances with significance of.000, and that there was not a statistical significance between English II EOC and gender when tested at the 0.01 level of significance. Assuming equal variances, an independent t test was run. The results show that there was not a statistically significant difference between English II EOC and gender when tested at the.01 level. Table 25. English II EOC and Gender Independent T-test F Sig. t df Sig. (2-tailed) Mean Difference Std. Error Difference 95% Confidence Interval of the Difference Lower Upper Note: This shows a significance of.012 between English II EOC and gender.

95 EFFECTS OF CAREER ACADEMIES ON MNPS 83 Table 26 is the result of the Mann-Whitney test completed to resolve assumptions. This test also showed that there was not a statistically significant difference, but the female scores were higher. As a result of these tests, the null hypothesis was retained. Table 26. Mann-Whitney u-tests of English II EOC Scores by Gender Groups N Mean Rank df U p Females , Males Note: This was tested at the.01 level.

96 EFFECTS OF CAREER ACADEMIES ON MNPS 84 H 07) There is no statistically significant difference in Algebra I EOC scores among students in different schools. In Table 27 the results regarding Algebra I EOC and school are shown. Students from McGavock High School had the highest average Algebra I EOC scaled scores at Students from Pearl-Cohn had the lowest average Algebra I EOC scaled score (625.91). The average Algebra I EOC scaled score for the entire sample was Table 27. ALGEBRA I EOC by School School number Mean N Std. Variation Median Variance Skewness Kurtosis Antioch Cane Ridge Glencliff Hillsboro Hillwood Hunters Lane McGavock Maplewood Overton Pearl-Cohn Stratford Whites Creek Note: The total mean for Algebra I EOC by school was from the 280 in the sample who took the Algebra I EOC test.

97 EFFECTS OF CAREER ACADEMIES ON MNPS 85 Table 28 shows the results of the Levene s test of equal variances. It supports the assumption that there was not an equal variance across groups regarding Algebra I EOC Scaled Scores for those in the sample who took that test. Table 28. Levene s Test of Algebra I EOC Scaled Scores F df1 df2 Sig Note: a. Design: Intercept + meno b.meno=school

98 EFFECTS OF CAREER ACADEMIES ON MNPS 86 Table 29 shows that there was a statistical significance and there was a 100% chance of detecting this difference in the mean Algebra I EOC scaled scores between schools when tested at the 0.01 level. Approximately 20% of the variation in Algebra I EOC Scaled Scores can be explained by the school students attended. The p-value was noted at a significance. Therefore, the null hypothesis for Algebra I EOC scores among different schools was rejected. Table 29. Algebra I EOC ANOVA Source Corrected Model Type III Sum of Squares df Mean Square F Sig. Partial Eta Squared Noncent. Parameter Observed Power b a meno * Error Total Note: a. Computed using alpha=.01

99 EFFECTS OF CAREER ACADEMIES ON MNPS 87 An LSD post hoc test was performed to detect significant differences among schools regarding the Algebra I EOC. Significant differences were noted between Antioch and Hillsboro (.016), Hillwood (.001), Hunters Lane (.001), McGavock (.011), and Pearl-Cohn (.002). Differences were noted between Cane Ridge and Glencliff (.032), Hillsboro (.005), Hillwood (.000), Hunters Lane (.000), and Pearl-Cohn (.000). Statistical significance was also noted between Glencliff and McGavock (.000). Significant differences were found between Hillsboro and McGavock (.000), Maplewood (.018), Overton (.026), and Stratford (.025). It was also noted that there were differences between Hillwood and McGavock (.000), Maplewood (.004), Overton (.005), and Stratford (.011). Significant differences were found between Hunters Lane and McGavock (.000), Maplewood (.003), Overton (.004), and Stratford (.009). Differences were seen between McGavock and Overton (.017), Pearl-Cohn (.000), and Whites Creek (.003) as well. Notable differences were seen between Maplewood and Pearl-Cohn (.002). Significant differences were revealed between Overton and Pearl-Cohn (.003). Statistical significance was also found between Pearl-Cohn and Stratford (.005). H 08) There is no statistically significant difference in Algebra I EOC scores among students of different ethnicities. Table 30 displays the results regarding Algebra I EOC and ethnicity. The overall mean score for Algebra I EOC by ethnicity was The ethnic group of Whites received the highest mean scores for Algebra I EOC of The ethnic group of Asians received the lowest mean scores for Algebra I EOC by ethnicity of

100 EFFECTS OF CAREER ACADEMIES ON MNPS 88 Table 30. ALGEBRA I EOC by Ethnicity School number Mean N Std. Variation Median Variance Skewness Kurtosis White Asian Black Hispanic Note: The total mean of Algebra I EOC Scaled Scores by ethnicity was Table 31 shows the results of the Levene s test of equal variances. It illustrates that there was not an equal variance across ethnicities of the sample tested with the dependent variable of Algebra I EOC Scaled Scores because the p-value on the Levene s test was below the alpha. To resolve assumptions, especially due to the number of Asians in the sample, non-parametric tests were run.

101 EFFECTS OF CAREER ACADEMIES ON MNPS 89 Table 31. Levene s Test of Algebra I EOC F df1 df2 Sig * Note: Tests the null hypothesis that the error variance of the dependent variable was equal across groups. a. Design: Intercept + Ethnicity It is shown in Table 32 with regard to Algebra I EOC that there was not a statistical significance related to ethnicity when tested at the 0.05 level of significance. The distribution for Algebra I EOC was the same across the categories of ethnicities.

102 EFFECTS OF CAREER ACADEMIES ON MNPS 90 Table 32. Algebra I EOC ANOVA Source Corrected Model Type III Sum of Squares df Mean Square F Sig. Partial Eta Square d Noncent. Parameter Observed Power b a Ethnicity Error Total Note: a. R squared=.015 (Adjusted R Squared=.005) b. Computed using alpha=.01 Figure 6 displays the distribution of the Algebra I EOC Scaled Scores among ethnicities in the sample of this study. It displays a central tendency of the data and shows the skew of the distribution of the data. There is at least one outlier on the boxplot. The highest scaled score on the Algebra I EOC from this sample was over for Asians. This was not statistically significant at the 0.01 level or the 0.05 level between Algebra I EOC scaled scores between ethnicities. Non-parametric tests were run to determine if the null hypothesis should be retained. The null hypothesis for Algebra I EOC scores among ethnicity was retained.

103 EFFECTS OF CAREER ACADEMIES ON MNPS 91 Figure 6. Figure 6: 1. The Algebra I EOC Boxplot test statistic was adjusted for ties. 2. Multiple comparisons are not performed because the overall tests do not show significant differences across samples. H 09) There is no statistically significant difference in Algebra I EOC scores among students of different gender. Table 33 shows the results regarding Algebra I EOC and gender. In the sample the females had a mean scaled score of , while males had a mean scaled score of The total mean Algebra I EOC scaled score for the entire sample was

104 EFFECTS OF CAREER ACADEMIES ON MNPS 92 Table 33. ALGEBRA I EOC by Gender Gender of students Mean N Std. Variation Median Variance Skewness Kurtosis Male Female Note: There was a total mean for Algebra I EOC with regard to gender of Table 34 shows the results of the independent t test between the variable of Algebra I EOC and gender. It shows that there were equal variances and that there was not a statistical significance between Algebra I EOC and gender when tested at the 0.01 level of significance. Assuming equal variances, an independent t test was run. The results showed that there was not a statistically significant difference between Algebra I EOC and gender when tested at the.01 level. The null hypothesis for Algebra I EOC scores among gender was retained.

105 EFFECTS OF CAREER ACADEMIES ON MNPS 93 Table 34. Algebra I EOC and Gender Independent T-test F Sig. t df Sig. (2-tailed) Mean Difference Std. Error Difference 95% Confidence Interval of the Difference Lower Upper Note: p=.01; significance was noted at.076. H 10) There is no statistically significant difference in ISS rates among students in different schools. In Table 35 the results for ISS Ratio among schools are shown. The total mean overall was Glencliff had the highest mean ISS Ratio of , while Pearl-Cohn had the lowest mean ISS Ratio of

106 EFFECTS OF CAREER ACADEMIES ON MNPS 94 Table 35. ISS Ratio among Schools School number Mean N Std. Variation Median Variance Skewness Kurtosis Antioch Cane Ridge Glencliff Hillsboro Hillwood Hunters Lane McGavock Maplewood Overton Pearl-Cohn Stratford Whites Creek Total Note: The total mean for ISS Ratio among schools was Table 36 displays the results of the Levene s Test of equal variances across schools. This shows that there were not equal variances regarding ISS Ratio across academy high schools with a significance of (.000).

107 EFFECTS OF CAREER ACADEMIES ON MNPS 95 Table 36. Levene s Test of ISS Ratio among Schools F df1 df2 Sig Note: Tests the null hypothesis that the error variance of the dependent variable was equal across groups. a. Design: Intercept + meno b. Meno=school Table 37 and 38 illustrate the results of non-parametric tests. Differences were seen in the Levene s test. A post hoc test was run to resolve the differences. These were done to determine where differences may have occurred and if they were significant. Table 38 displays the results of an LSD comparison test. These tests were run at a 0.01 level. The null hypothesis regarding ISS Ratio among academy high schools demonstrated a statistical significance. As a result of non-parametric tests that were performed, it was concluded that the null hypothesis was rejected. A significant difference was noted between the following schools with regard to ISS ratio as noted in illustrated in Table 38: Antioch and Glencliff (.001) Cane Ridge and Glencliff (.049), Hunters Lane (.017), and Pearl-Cohn (.030) Glencliff and Hillsboro (.000), Hillwood (.002), Hunters Lane (.000), McGavock (.005), Overton (.002), Pearl-Cohn (.000), Stratford (.005), and Whites Creek (.000) Hunters Lane and Maplewood (.027) Maplewood and Hunters Lane (.027), and Pearl-Cohn (.039)

108 EFFECTS OF CAREER ACADEMIES ON MNPS 96 Table 37. ISS Ratio among Schools ANOVA Source Corrected Model Type III Sum of Squares df Mean Square F Sig. Partial Eta Squared Noncent. Parameter Observed Power b.005 a Meno Error Total a. R squared=.021 (Adjusted R Squared=.013) b. Computed using alpha=.01 Table 38. ISS Ratio among Multiple Schools Comparisons (I) school number (J) school number Mean Difference (I-J) Std. Error Sig. 95% Confidence Lower Bound Interval Upper Bound Antioch Cane Ridge Glencliff * Hillsboro Hillwood Hunters Lane McGavock Maplewood Overton Pearl-Cohn Stratford Whites Creek Cane Ridge Antioch Glencliff *

109 EFFECTS OF CAREER ACADEMIES ON MNPS 97 Hillsboro Hillwood Hunters Lane * McGavock Maplewood Overton Pearl-Cohn * Stratford Whites Creek Glencliff Antioch * Cane Ridge * Hillsboro * Hillwood * Hunters Lane * McGavock * Maplewood Overton * Pearl-Cohn * Stratford * Whites Creek * Hillsboro Antioch Cane Ridge Glencliff * Hillwood Hunters Lane McGavock Maplewood Overton Pearl-Cohn Stratford Whites Creek

110 EFFECTS OF CAREER ACADEMIES ON MNPS 98 Hillwood Antioch Cane Ridge Glencliff * Hillsboro Hunters Lane McGavock Maplewood Overton Pearl-Cohn Stratford Whites Creek Hunters Lane Antioch Cane Ridge * Glencliff * Hillsboro Hillwood McGavock * Maplewood * Overton Pearl-Cohn Stratford Whites Creek McGavock Antioch Cane Ridge Glencliff * Hillsboro Hillwood Hunters Lane * Maplewood Overton Pearl-Cohn

111 EFFECTS OF CAREER ACADEMIES ON MNPS 99 Stratford Whites Creek Maplewood Antioch Cane Ridge Glencliff Hillsboro Hillwood Hunters Lane * McGavock Overton Pearl-Cohn * Stratford Whites Creek Overton Antioch Cane Ridge Glencliff * Hillsboro Hillwood Hunters Lane McGavock Maplewood Pearl-Cohn Stratford Whites Creek Pearl-Cohn Antioch Cane Ridge * Glencliff * Hillsboro Hillwood Hunters Lane McGavock

112 EFFECTS OF CAREER ACADEMIES ON MNPS 100 Maplewood * Overton Stratford Whites Creek Stratford Antioch Cane Ridge Glencliff * Hillsboro Hillwood Hunters Lane McGavock Maplewood Overton Pearl-Cohn Whites Creek Whites Creek Antioch Cane Ridge Glencliff * Hillsboro Hillwood Hunters Lane McGavock Maplewood Overton Pearl-Cohn Stratford Note: Based on observed means. The error term is Mean Square(Error) =.000. *. The mean difference is significant at the.05 level. H 11) There is no statistically significant difference in ISS rates among students of different ethnicities.

113 EFFECTS OF CAREER ACADEMIES ON MNPS 101 Tables show a statistical significance between ISS rates and ethnicity in the sample. A post hoc test was run to detect where the difference existed from prior tests. An LSD posttest was performed. The least significant difference was found between ethnic groups of White and Black, Asian and Black and Asian and Hispanic. Thus, the null hypothesis was rejected regarding ISS Ratio and ethnicity. Table 39 shows ISS Ratios among ethnicity in the sample. The total mean for ISS Ratio among ethnicity was The mean ISS Ratio for White students was The mean ISS Ratio for Asian students was The mean ISS Ratio for Black students was The mean ISS Ratio for Hispanic students was Table 39. ISS Rates among Students of Different Ethnicities School number Mean N Std. Variation Median Variance Skewness Kurtosis White Asian Black Hispanic Note: The total mean for ISS Ratio among ethnicities was

114 EFFECTS OF CAREER ACADEMIES ON MNPS 102 In Table 40, the results are shown for tests of equal variances. It shows that with regard to ISS Ratio among ethnicity, there are not equal variances across groups due to the low p-value of.000. Table 40. Levene s Test of ISS Ratio among Ethnicity Dependent Variable: ISS Ratio F df1 df2 Sig * Note: Tests the null hypothesis that the error variance of the dependent variable is equal across groups. a. Design: Intercept + Ethnicity

115 EFFECTS OF CAREER ACADEMIES ON MNPS 103 Table 41 shows the test results between ISS Ratio and ethnicity. It shows a statistical significance between ISS Ratio and ethnicity in the sample. This was tested at a 0.01 level and showed a 62% chance of detecting a difference. Table 41. ISS Ratio ANOVA among Ethnicities Source Corrected Model Type III Sum of Squares df Mean Square F Sig. Partial Eta Squared Noncent. Parameter Observed Power b.002 a Ethnicity Error Total Note: a. R squared=.008 (Adjusted R Squared=.006) b. Computed using alpha=.01

116 EFFECTS OF CAREER ACADEMIES ON MNPS 104 Table 42 shows the results regarding ISS Ratio among Ethnicity and multiple comparisons. A difference was seen in a prior test, so a post hoc test was completed to detect where the difference existed. At 0.010, there was a significant difference, but being unable to determine where the difference was located, a LSD posttest was performed. In LSD-least significant difference was found between the ethnicities of White and Black ethnic groups at 0.009, between Asian and Black ethnic groups at 0.012, and between Asian and Hispanic ethnic groups at Table 42. ISS Ratio among Ethnicities and Multiple Comparisons LSD (I) ethnicity of students (J) ethnicity of students Mean Difference (I-J) Std. Error Sig. 99% Confidence Interval Lower Bound Upper Bound White Asian Black * Hispanic Asian White Black Hispanic Black White * Asian Hispanic Hispanic White Asian Black Note: Based on observed means. -The error term is Mean Square (Error)=.000. *The mean difference was significant at the.01 level.

117 EFFECTS OF CAREER ACADEMIES ON MNPS 105 H 12) There is no statistically significant difference in ISS rates among students of different gender. Table 43 shows the results of tests regarding ISS Ratio and gender. The total mean of gender was Females were noted as having a mean ISS Ratio of and males were noted as having a mean ISS Ratio of Table 43. Comparison of ISS Rates between Different Gender gender of Mean N Std. Median Variance Skewness Kurtosis students Deviation Male Female Note: The total mean for ISS Ratio between gender was

118 EFFECTS OF CAREER ACADEMIES ON MNPS 106 Table 44 shows the results of the independent sample t-test. Non-parametric tests were performed because the p-value on the Levene s test revealed that the variances could not be equal. The non-parametric test was in agreement. This was tested at the 0.05 level. It showed a significance of Table 44. ISS Ratio between Gender t-test F Sig. t df Sig. (2-tailed) Mean Difference Std. Error Difference 95% Confidence Interval of the Difference Lower Upper Note: Significance level was.000.

119 EFFECTS OF CAREER ACADEMIES ON MNPS 107 Table 45 shows the results of non-parametric tests regarding ISS Ratio and gender. It indicates that males and females differ with regard to ISS Ratios based on ranked scores. It was clear from the visual representation that males in the sample had a significantly higher frequency of ISS Ratio than females. Non parametric tests were executed as the p-value on the Levene s test was below the alpha and the non-parametric test validated that result. It was concluded that the null hypothesis was rejected as males had a significantly higher ISS ratio than females. Table 45. ISS Ratio between Gender Results Groups n Mean Rank df U p Females , , Males Note: tested at the.01 level

120 EFFECTS OF CAREER ACADEMIES ON MNPS 108 H 13) There is no statistically significant difference in OSS rates among students in different schools. Table 46 shows the OSS Ratio among academy high schools. It illustrates that the total mean OSS Ratio was Maplewood had the highest mean OSS Ratio of , while Hillsboro had the lowest mean OSS Ratio of Table 46. OSS Rates among Students in Different Schools school Mean N Std. Deviation Median Variance Skewness Kurtosis Antioch Cane Ridge Glencliff Hillsboro Hillwood Hunters Lane McGavock Maplewood Overton Pearl-Cohn Stratford Whites Creek Note: The total mean for OSS Ratio among schools was

121 EFFECTS OF CAREER ACADEMIES ON MNPS 109 Table 47 shows the results of the OSS Ratio among schools tests for equal variances. The variances between schools regarding OSS ratio could not be equal. Non-parametric tests were run to resolve this concern. Table 47. Levene s Test of OSS Ratio among Schools F df1 df2 Sig Note: Tests the null hypothesis that the error variance of the dependent variable is equal across groups. a. Design: Intercept + meno

122 EFFECTS OF CAREER ACADEMIES ON MNPS 110 Table 48 shows the results for OSS Ratio among schools tests. Non-parametric tests were run because equal variances were not present. This was tested at the 0.01 level and a significance of was noted. Table 48. OSS Ratio among Schools Tests Source Corrected Model Type III Sum of Squares df Mean Square F Sig. Partial Eta Squared Noncent. Parameter Observed Power b.015 a meno Error Total Note: a. R Squared=.019 (Adjusted R Squared=.011) b. Computed using alpha=.01

123 EFFECTS OF CAREER ACADEMIES ON MNPS 111 Table 49 shows the results of multiple comparisons of OSS Ratio among academy high schools. An LSD test was run at the 0.01 level. It showed a statistically significant difference between OSS Ratio and schools. Differences were noted between Antioch and Maplewood with a significance of 0.001, Cane Ridge and Maplewood with a significance of 0.006, Hillsboro and Maplewood with a significance of 0.000, Hillsboro and Stratford with a significance of 0.003, Hillwood and Maplewood with a significance of 0.005, McGavock and Maplewood with a significance of 0.008, McGavock and Antioch with a significance of 0.001, McGavock and Hillsboro with a significance of 0.000, McGavock and Hillwood with a significance of 0.005, Maplewood and Overton with a significance of 0.000, Pearl-Cohn and Hillsboro with a significance of 0.003, and Stratford and Overton with a significance of Table 49. OSS Ratio among Schools Multiple Comparisons LSD (I) school (J) school Mean Difference (I-J) Std. Error Sig. 99% Confidence Interval Lower Bound Upper Bound Antioch Cane Ridge Glencliff Hillsboro Hillwood Hunters Lane McGavock Maplewood * Overton Pearl-Cohn Stratford Whites Creek Cane Ridge Antioch

124 EFFECTS OF CAREER ACADEMIES ON MNPS 112 Glencliff Hillsboro Hillwood Hunters Lane McGavock Maplewood * Overton Pearl-Cohn Stratford Whites Creek Glencliff Antioch Cane Ridge Hillsboro Hillwood Hunters Lane McGavock Maplewood Overton Pearl-Cohn Stratford Whites Creek Hillsboro Antioch Cane Ridge Glencliff Hillwood Hunters Lane McGavock Maplewood * Overton Pearl-Cohn Stratford * Whites Creek

125 EFFECTS OF CAREER ACADEMIES ON MNPS 113 Hillwood Antioch Cane Ridge Glencliff Hillsboro Hunters Lane McGavock Maplewood * Overton Pearl-Cohn Stratford Whites Creek Hunters Lane Antioch Cane Ridge Glencliff Hillsboro Hillwood McGavock Maplewood Overton Pearl-Cohn Stratford Whites Creek McGavock Antioch Cane Ridge Glencliff Hillsboro Hillwood Hunters Lane Maplewood * Overton Pearl-Cohn Stratford

126 EFFECTS OF CAREER ACADEMIES ON MNPS 114 Whites Creek Maplewood Antioch * Cane Ridge * Glencliff Hillsboro * Hillwood * Hunters Lane McGavock * Overton * Pearl-Cohn Stratford Whites Creek Overton Antioch Cane Ridge Glencliff Hillsboro Hillwood Hunters Lane McGavock Maplewood * Pearl-Cohn Stratford * Whites Creek Pearl-Cohn Antioch Cane Ridge Glencliff Hillsboro Hillwood Hunters Lane McGavock Maplewood Overton

127 EFFECTS OF CAREER ACADEMIES ON MNPS 115 Stratford Whites Creek Stratford Antioch Cane Ridge Glencliff Hillsboro * Hillwood Hunters Lane McGavock Maplewood Overton * Pearl-Cohn Whites Creek Whites Creek Antioch Cane Ridge Glencliff Hillsboro Hillwood Hunters Lane McGavock Maplewood Overton Pearl-Cohn Stratford Note: Based on observed means. The error term is Mean Square(Error)=.001. *. The mean difference was significant at the.01 level.

128 EFFECTS OF CAREER ACADEMIES ON MNPS 116 Figure 7 shows a visual representation of OSS Ratios among academy high schools. A statistically significant difference was seen on the box plot for OSS Ratio among academy high schools. There are also some outliers present on the box plot. With regard to OSS Ratio and academy high schools, the variance could not be equal, so non parametric tests were performed. These tests indicated a statistically significant difference between academy high schools. This significance started with the LSD. Since this showed a statistically significant difference, the null hypothesis was rejected. Figure 7. Figure 7: The OSS Ratio among Schools Box Plot test statistic is adjusted for ties.

129 EFFECTS OF CAREER ACADEMIES ON MNPS 117 H 14) There is no statistically significant difference in OSS rates among students of different ethnicities. Table 50 shows the results of OSS Ratio among different ethnicities in the study. This table displays the total mean of OSS Ratio among different ethnicities was The ethnic group of Blacks had the highest mean OSS Ratio of The ethnic group of Asians had the lowest mean OSS Ratio of Table 50. OSS Rates among Student of Different Ethnicities ethnicity of Std. Mean N students Deviation Median Variance Skewness Kurtosis White Asian Black Hispanic Note: The total mean for OSS Ratio among ethnicities was

130 EFFECTS OF CAREER ACADEMIES ON MNPS 118 Table 51 shows the results of tests regarding OSS Ratio among different ethnicities and multiple comparisons. This was tested at the 0.01 level. It showed that there were differences between the ethnicities of White and Black with a significance of 0.000, Asian and Black with a significance of 0.006, Asian and White with a significance of 0.000, Black and White with a significance of 0.006, and Hispanic and Black with a significance of with regard to OSS Ratios. Table 51. OSS Ratio among Ethnicity Multiple Comparisons LSD (I) ethnicity of students (J) ethnicity of students Mean Difference (I-J) Std. Error Sig. 99% Confidence Lower Bound Interval Upper Bound White Asian Black * Hispanic Asian White Black * Hispanic Black White * Asian * Hispanic * Hispanic White Asian Black * Note: Based on observed means. The error term is Mean Square (Error)=.001. *. The mean difference is significant at the.01 level.

131 EFFECTS OF CAREER ACADEMIES ON MNPS 119 Figure 8 provides a visual representation of the significant differences between OSS Ratio and ethnicity. Post hoc test results noted the difference between ethnic groups in the sample at the academy high schools. Outliers are also present in the box plot. The analysis between OSS rates and ethnicity showed a statistically significant difference. A Post hoc test was run and differences were noted between White and Black, Black and Hispanic and Blacks and all others. A non-parametric was run which showed there is a statistically significant difference. Thus, the null hypothesis was rejected. Figure 8. Figure 8. The OSS Ratio and Ethnicity Box Plot test statistic was adjusted for ties.

132 EFFECTS OF CAREER ACADEMIES ON MNPS 120 H 15) There is no statistically significant difference in OSS rates among students of different gender. Table 52 shows the results of OSS Ratio among gender. It specifies the total mean OSS Ratio for gender was With regard to OSS Ratio, females had a mean of , and males had a mean of Table 52. OSS Rates between Students of Different Gender gender Mean N Std. Deviation Median Variance Skewness Kurtosis Male Female Note: The total mean for OSS Ratio among gender was

133 EFFECTS OF CAREER ACADEMIES ON MNPS 121 Table 53 shows the results of t test of OSS Ratio and gender. The independent t-test showed a statistically significant difference when tested at the 0.01 level. The statistical significance was Table 53. OSS Ratio between Gender T-test F Sig. t df Sig. (2-tailed) Note: The significance level was noted as.001. Mean Difference Std. Error Difference 95% Confidence Interval of the Difference Lower Upper

134 EFFECTS OF CAREER ACADEMIES ON MNPS 122 Table 54 provides a visual representation of the results of the independent samples t-test of OSS Ratio and gender. It indicates that males had a higher frequency of OSS Ratio than females. The mean rank for males was and the mean rank for females was With regard to the null hypothesis between OSS and gender, descriptive statistics were run. Independent t-tests were then completed. These showed that there was a statistically significant difference and a concern arose with the variances, so a non-parametric test was run. This test revealed a statistically significant difference between the OSS Ratio and gender. Therefore, the null hypothesis was rejected. Table 54. OSS Ratio between Gender Mann-Whitney U Test Groups N Mean Rank df U p Female , Male Note: tested at the.01 level

135 EFFECTS OF CAREER ACADEMIES ON MNPS 123 H 16) There is no statistically significant difference in attendance rates among students in different schools. Table 55 shows the mean of attendance rates among academy high schools. The total mean for attendance rate was Hillsboro had the highest mean attendance rate of and Stratford had the lowest mean attendance rate of Table 55. Attendance Rates among Students in Different Schools School Mean N Std. Deviation Median Variance Skewness Kurtosis Antioch Cane Ridge Glencliff Hillsboro Hillwood Hunters Lane McGavock Maplewood Overton Pearl-Cohn Stratford Whites Creek Note: The total mean for Attendance rate among schools was

136 EFFECTS OF CAREER ACADEMIES ON MNPS 124 Table 56 shows the results of attendance rate between schools when tested at the (0.01) level. A statistical significance was noted of (.000). Table 56. Attendance Rate Test among Schools Source Type III Sum of Squares df Mean Square F Sig. Partial Eta Squared Noncent. Parameter Observed Power b Corrected.336 a Model Intercept meno Error Total Corrected Total Note: a. R squared=.025 (Adjusted R Squared=.018) b. Computed using alpha=.01

137 EFFECTS OF CAREER ACADEMIES ON MNPS 125 Table 57 shows the results of attendance rate and multiple comparisons between schools. When the LSD post hoc analysis was performed, statistical significances were noted. The differences were between Antioch and Hunters Lane with a significance of 0.001, Antioch and Stratford with a significance of 0.000, Cane Ridge and Stratford with a significance of 0.000, Glencliff and Stratford with a significance of 0.000, Hillsboro and Hunters Lane with a significance of 0.004, Hillsboro and Stratford with a significance of 0.000, Hillwood and Stratford with a significance of 0.001, Hunters Lane and Overton with a significance of 0.004, McGavock and Stratford with a significance of 0.000, Maplewood and Stratford with a significance of 0.003, Overton and Stratford with a significance of 0.000, Pearl-Cohn and Stratford with a significance of 0.001, and Whites Creek and Stratford with a significance of Table 57. Attendance Rate among Schools Comparisons LSD (I) School (J) School Mean Difference Std. Error Sig. 99% Confidence Interval (I-J) Lower Bound Upper Bound Antioch Cane Ridge Glencliff Hillsboro Hillwood Hunters Lane * McGavock Maplewood Overton Pearl-Cohn Stratford * Whites Creek Cane Ridge Antioch

138 EFFECTS OF CAREER ACADEMIES ON MNPS 126 Glencliff Hillsboro Hillwood Hunters Lane McGavock Maplewood Overton Pearl-Cohn Stratford * Whites Creek Glencliff Antioch Cane Ridge Hillsboro Hillwood Hunters Lane McGavock Maplewood Overton Pearl-Cohn Stratford * Whites Creek Hillsboro Antioch Cane Ridge Glencliff Hillwood Hunters Lane * McGavock Maplewood Overton Pearl-Cohn Stratford *

139 EFFECTS OF CAREER ACADEMIES ON MNPS 127 Whites Creek Hillwood Antioch Cane Ridge Glencliff Hillsboro Hunters Lane McGavock Maplewood Overton Pearl-Cohn Stratford * Whites Creek Hunters Lane Antioch * Cane Ridge Glencliff Hillsboro * Hillwood McGavock Maplewood Overton * Pearl-Cohn Stratford Whites Creek McGavock Antioch Cane Ridge Glencliff Hillsboro Hillwood Hunters Lane Maplewood Overton

140 EFFECTS OF CAREER ACADEMIES ON MNPS 128 Pearl-Cohn Stratford * Whites Creek Maplewood Antioch Cane Ridge Glencliff Hillsboro Hillwood Hunters Lane McGavock Overton Pearl-Cohn Stratford * Whites Creek Overton Antioch Cane Ridge Glencliff Hillsboro Hillwood Hunters Lane * McGavock Maplewood Pearl-Cohn Stratford * Whites Creek Pearl-Cohn Antioch Cane Ridge Glencliff Hillsboro Hillwood Hunters Lane

141 EFFECTS OF CAREER ACADEMIES ON MNPS 129 McGavock Maplewood Overton Stratford * Whites Creek Stratford Antioch * Cane Ridge * Glencliff * Hillsboro * Hillwood * Hunters Lane McGavock * Maplewood * Overton * Pearl-Cohn * Whites Creek * Whites Creek Antioch Cane Ridge Glencliff Hillsboro Hillwood Hunters Lane McGavock Maplewood Overton Pearl-Cohn Stratford * Note: Based on observed means. The error term is Mean Square (Error)=.009. * The mean difference was significant at the.01 level.

142 EFFECTS OF CAREER ACADEMIES ON MNPS 130 Figure 9 provides a visual representation of attendance rate among the academy high schools. It shows a statistically significant difference between attendance rates at the academy high schools. There were also some outliers present. The analysis between attendance and schools showed that there was a statistically significant difference between attendance and schools. Post hoc tests were run in order to show the differences. Descriptive statistics were performed and then an ANOVA in order to reject the null hypothesis. Figure 9. Figure 9. The Attendance Rate among Schools Box Plot test statistic was adjusted for ties.

143 EFFECTS OF CAREER ACADEMIES ON MNPS 131 H 17) There is no statistically significant difference in attendance rates among students of different ethnicities. Table 58 shows results of attendance rates among different ethnicities in the study. The ethnicities included in the sample are listed as White, Asian, Black and Hispanic, as they were listed in the data provided by MNPS. The table shows the total mean of attendance rates for ethnicities was The Asian population had the highest mean attendance rate of , and the White population had the lowest mean attendance rate of Table 58. Attendance Rates among Different Ethnicities ethnicity of students Mean N Std. Deviation Median Variance Skewness Kurtosis White Asian Black Hispanic Total Note: The total mean for Attendance rate among ethnicities was

144 EFFECTS OF CAREER ACADEMIES ON MNPS 132 Table 59 shows the results of t-tests for equal variances. It shows a significance of Therefore, there were not equal variances noted among ethnicities regarding attendance. Table 59. Levene s Test of Ethnicity of Students F df1 df2 Sig Note: Tests the null hypothesis that the error variance of the dependent variable is equal across groups. a. Design: Intercept + Ethnicity

145 EFFECTS OF CAREER ACADEMIES ON MNPS 133 Table 60 shows a statistical significance of This was tested at the 0.01 level to determine the existence of differences. Table 60. Attendance Rates among Ethnicities Source Type III Sum of Squares df Mean Square F Sig. Partial Eta Squared Noncent. Parameter Corrected.180 a Model Ethnicity Error Total Note: a. R Squared=.013 (Adjusted R Squared=.011) b. Computed using alpha=.01 Observed Power b

146 EFFECTS OF CAREER ACADEMIES ON MNPS 134 Table 61 shows the results of multiple comparisons of attendance rates between ethnic groups. It shows an analysis of post hoc tests that were comparing attendance rates and ethnicities. Significant differences were noted between Whites and Asians with a significance of 0.000, Whites and Hispanics with a significance of 0.005, and Asians and Blacks with a significance of This null hypothesis was rejected. There was a statistically significant difference between the attendance rates of White and Asian, White and Hispanic, and Asian and Black ethnicities. Non-parametric tests were run to verify that the null hypothesis was rejected. Table 61. Multiple Comparisons of Attendance Rate by Ethnicities (I) ethnicity of students (J) ethnicity of students Mean Difference (I-J) Std. Error Sig. 99% Confidence Interval Lower Bound Upper Bound White Asian * Black Hispanic * Asian White * Black * Hispanic Black White Asian * Hispanic Hispanic White * Asian Black Note: Based on observed means. The error term is Mean Square (Error)=.009. * The mean difference was significant at the.01 level.

147 EFFECTS OF CAREER ACADEMIES ON MNPS 135 H 18) There is no statistically significant difference in attendance rates among students of different gender. Table 62 shows the results of the mean attendance rate among males and females. This was tested at the 0.01 level and a statistical significance was not revealed. Table 62. Attendance Rate and Gender between Subjects gender of Mean N Std. Median Variance Skewness Kurtosis students Deviation Male Female Note: Overall total mean=

148 EFFECTS OF CAREER ACADEMIES ON MNPS 136 Table 63 shows the results of tests between subjects with regard to Attendance Rate and Gender. It reported with a 95% confidence level for detecting differences. The analysis of the null hypothesis between attendance and gender showed no statistical difference. There was no statistically significant difference between attendance and gender, so the null hypothesis was retained. Table 63. Attendance Rate and Gender T- test F Sig. t df Sig. (2-tailed) Mean Difference Std. Error Difference 95% Confidence Interval of the Difference Lower Upper Note: p=.01

149 EFFECTS OF CAREER ACADEMIES ON MNPS 137 Table 64 illustrates the findings of all 18 null hypotheses. It confirms that 13 null hypotheses were rejected and five null hypotheses were retained. It also summarizes the independent and dependent variables as well as the analyses which were performed. Table 64. Hypothesized Findings Null Hypothesis Independent Dependent Analysis Outcome 1 Schools PLAN ANOVA Rejected 2 Ethnicities PLAN ANOVA Rejected 3 Gender PLAN Ind. T-test Retained 4 Schools Eng. II EOC ANOVA Rejected 5 Ethnicities Eng. II EOC ANOVA Rejected 6 Gender Eng. II EOC Ind. T-test Retained 7 Schools Alg. I EOC ANOVA Rejected 8 Ethnicities Alg. I EOC ANOVA Retained 9 Gender Alg. I EOC Ind. T-test Retained 10 Schools ISS Ratio ANOVA Rejected 11 Ethnicities ISS Ratio ANOVA Rejected 12 Gender ISS Ratio Ind. T-test Rejected 13 Schools OSS Ratio ANOVA Rejected 14 Ethnicities OSS Ratio ANOVA Rejected 15 Gender OSS Ratio Ind. T-test Rejected 16 Schools Attendance ANOVA Rejected 17 Ethnicities Attendance ANOVA Rejected 18 Gender Attendance Ind. T-test Retained Note: summary of null hypotheses

150 EFFECTS OF CAREER ACADEMIES ON MNPS 138 Chapter 5: Conclusions and Discussion Summary In an effort to transform the large zoned high schools into meaningful, purposeful small learning communities, Metro Nashville Public Schools applied for and received a grant in 2006 from the United States Department of Education which was implemented beginning in The grant provided funding for this transition over a five year period. At the time the grant was awarded, MNPS had eleven zoned high schools. At the inception of implementation, eight of the eleven zoned high schools began the transition to the academy model. The remaining three schools were added in successive years. Cane Ridge High School was opened as a newly constructed school for the school year. It opened as an academy model school so no transition was necessary for Cane Ridge. This brought the total of MNPS zoned high schools to twelve. The MNPS vision for implementing the academy model was and still is: All students will belong to a personalized, smaller learning community engaged around interests where relationships are valued. Instruction will be project-based, applied and integrated. Meaningful business engagement will be evident and post-secondary institutions will be heavily engaged. Metro Nashville Public High Schools will be world class schools that graduate college and career-ready students in partnership with the community. MNPS will be a district that emerges as a trend-setter in innovative practices where ALL students have the highest level of education, as well as exposure to post-secondary education, career opportunities and real-life experiences. (MNPS.org, n.d.) The researchers were originally tasked by the client, Metro Nashville Public Schools, with determining the level of achievement and engagement among and across all themed academies at

151 EFFECTS OF CAREER ACADEMIES ON MNPS 139 all zoned schools over the course of time of the implementation of the grant. At that point in the process no data analysis had taken place to determine the effectiveness of the implementation of the academy model. Now, being at the end of the five year funding for the academy model project, MNPS was seeking data to aide in determining overall efficacy of the academies. As a result of meetings with client representatives from MNPS, it was determined that data from would be utilized in order to collect baseline data for one year of implementation of the academy model at all twelve zoned high schools. This will provide MNPS a template to conduct future research along with a thorough examination of the data from the school year. Baseline data were needed in order to determine the influence the academy model has had in regard to student achievement and engagement in MNPS zoned high schools, also referred to as academy high schools. This study addressed the issue that MNPS did not have the necessary baseline data in order to properly determine the effect that the academy model had on student achievement and engagement. Included in the measurement for the student achievement were PLAN national percentiles and EOC scaled score testing results. Attendance and discipline data along with graduation percentages from the state website were all variables utilized to comprise student engagement. The research of literature for this study indicated, with some exceptions, that the academy model was effective for increasing student achievement and student engagement as indicated by an increase in test scores and graduation rates, while producing a decrease in student discipline issues. These smaller learning communities are also being established to create an awareness of and preparedness for future job opportunities for college bound and non-college bound students. The research also indicated that creating smaller learning environments created the atmosphere

152 EFFECTS OF CAREER ACADEMIES ON MNPS 140 conducive to greater achievement and engagement with greater peer-to-peer interaction as well as student-to-teacher relationship. The study utilized a descriptive, causal comparative quantitative research design for the purpose of illustrating student achievement and engagement at MNPS academy high schools among different demographic groups represented in the sample of the study. The study addressed descriptive and comparative research questions along with null hypotheses related to student achievement and engagement among groups and schools. This study was comprised of 18 null hypotheses and six descriptive and comparative research questions. Five of the null hypotheses were retained while 13 of the null hypotheses were rejected. The research questions were addressed using data obtained from the state website regarding graduation percentages as well as causal comparative analysis. Null hypotheses were retained regarding PLAN scores by gender, ENG II EOC scores by gender, ALG I EOC scores by ethnicity, ALG I EOC scores by gender, and Attendance by gender. Null hypotheses were rejected regarding PLAN by school and ethnicity, ENG II EOC scores by school and ethnicity, ALG I EOC scores by school, ISS ratio by school, ethnicity, and gender, OSS ratio by school, ethnicity, and gender, and Attendance rate by school, and ethnicity. Conclusions and Discussions Research questions were answered from the sample via the zoned high schools in relation to achievement with the variables of PLAN scores, Algebra I EOC scores, and English II EOC scores. Public graduation percentage data were also used to answer the research questions. Research questions related to student engagement were answered from the same sample with the variables of Attendance rate, ISS ratio and OSS ratio.

153 EFFECTS OF CAREER ACADEMIES ON MNPS 141 The research questions focused on student achievement and engagement among groups and between academy zoned high schools in order to collect baseline data for MNPS from the final year of implementation of the academy model grant. With regard to academic achievement in the areas of PLAN, ENG II EOC, and ALG I EOC, it was found that gender did not make a marked difference. Likewise it was concluded that ethnicity made no difference with ALG I EOC at the academy high schools. It was found that PLAN scores were influenced by both school and ethnicity. The findings illustrated that ENG II EOC scores were influenced by school and ethnicity as well. An influence was also noted among ALG I EOC scores by school. Styron and Peasant (2010) have shown that the academy model can positively affect student outcomes for minority students and encourages further research to find ways to continue to close the achievement gaps for minority students (Styron & Peasant, 2010). Graduation percentage data were collected from the state website. Appendices A and B provide visual representations of these data. The data provided percentages by school, district, and state based upon ethnicity and gender. It was concluded that Hillsboro and Hunters Lane graduated a higher rate of females than the state. Cane Ridge, Hillsboro, Hillwood, and Hunters Lane all graduated Females at a higher rate than the county. Among the academies in the study, none of the males graduated at a higher rate than the state. Cane Ridge, Hillwood, McGavock, and Overton graduated a higher rate of males than the county. It was found that the academy high schools differed across the district in relation to total percent graduated in While all academy high schools graduated the majority of their students, within each academy high school it was found that there were slight variations in the percentages of ethnicities that graduated. Cane Ridge, Hillwood, and McGavock graduated a higher rate of Whites than the county. However, none of the academies

154 EFFECTS OF CAREER ACADEMIES ON MNPS 142 graduated a higher percentage of Whites than the state. Cane Ridge, Hillsboro, Hunters Lane, and McGavock all graduated a higher rate of Blacks than the state and the county. Glencliff, Hillsboro, Hillwood, and Whites Creek all graduated a higher rate of Hispanics than the state and the county. Cane Ridge and Overton graduated a higher rate of Hispanics than the county. Cane Ridge, Hillwood, Maplewood, and Overton all graduated Asians at a higher rate than the state and the county. Literature suggests that traditional high school models are not creating an engaging atmosphere for students, increasing the chances that students will choose to not complete their high school education (DeArcos, 2009) Conclusions regarding student achievement. MNPS academy model high school students scored in or below the 50% as compared to student scores nationally. This signifies that over half of the schools across the United States are performing better than MNPS on this particular measure. PLAN was chosen instead of ACT with regard to student achievement because it was a better predictor of student achievement for the purpose of this study. Davidson County (MNPS) is performing at a lower rate than the national average with regard to the PLAN, although for the 2011/2012 school year, the score was only slightly lower than the national average (ACT, 2011). Another variable related to achievement was EOC scores for Algebra I and English II. While EOC scores count 20% of the students yearly grade averages, the cutoff scores are different each year. It was concluded that a year by year comparison of EOC scores will provide inconsistent analyses of that level of student achievement. From the research, it can also be concluded that females had higher graduation rates overall as noted in Appendix A, except for one school, Stratford High School in which there was only a 0.7% difference. It was also concluded that a disparity did not exist between female and male academic achievement on Algebra I EOC, English II EOC and PLAN. In the study of literature,

155 EFFECTS OF CAREER ACADEMIES ON MNPS 143 research has shown the positive effects of academy high schools on increasing English and math scores for students enrolled in academy schools (ConnectEd California, 2007). The MNPS Academy Model implementation has had a positive influence on student achievement with regard to gender. This aligns with current research related to student achievement and the academy model. Conclusions regarding student engagement. With regard to student engagement, it was found that ethnicity, school, and gender all had an effect on ISS ratio, and OSS ratio. School and ethnicity were also factors found to be of significance in attendance. Concerning attendance rates, it was found that all of the academies had over an 85% attendance rate overall. The attendance rate for the state was 93.5% as reported by the Tennessee State Department of Education (Tennessee Department of Education, n.d.). It can be concluded that all of the academies have an attendance rate below the state average. When comparisons were made between attendance rate and ethnic groups, it was found that Asians enrolled in the academies had a higher attendance rate than the state overall. All other ethnicities in the study had a lower attendance rate than the state, but it was not of statistical significance. The attendance rate for Davidson County, as reported by the Tennessee Department of Education, was 91.9% (Tennessee Department of Education, n.d.). It was concluded that Antioch, Cane Ridge, Hillsboro, and Overton had a higher rate than the county overall. It was also concluded that there was not a wide variation of attendance rates across all academy high schools. A conclusion was also drawn that there was a disparity between the ratios of ISS and OSS. This could possibly suggest inconsistencies in how these discipline measures are implemented across MNPS academies. This may also be a result of differing discipline procedures at the academy high schools.

156 EFFECTS OF CAREER ACADEMIES ON MNPS 144 Even though MNPS has a discipline code of conduct and attendance policy, the academy high schools may be implementing them in a variety of ways that are not uniform. Research has shown that students who are engaged in the learning process achieve higher academically and are more likely to enroll in a post-secondary institution (Fredericks et al., 2004). Research aligns with this conclusion that higher student engagement promotes increased achievement and post-secondary outcomes. Recommendations to the Client Originally, it was planned to determine if a relationship existed between MNPS academies and graduation rates. Graduation rate data were only offered in a percentage format making it difficult to determine if a significant relationship existed between students enrolled in particular academies and graduation rates. It is recommended that MNPS investigate the achievement gap between male and female students in regard to graduation rates. This recommendation was based upon data that shows a higher percentage of females are graduating from 11 of the 12 academy high schools. To give an indication as to how graduation rates may have changed since the inception of the academies design, table 65 displays the graduation percentages from the school year as well as the school year. The school year was the first year of academy implementation marked the four year mark since the transition. It is important to note that the state graduation rates for were based upon a 5-year school cycle while the graduation rates for were calculated based upon a 4-year cycle. Also, Cane Ridge High School did not graduate a class of students until the school year, which was the year noted for this study. Since the graduation rates were calculated using different measures, relevant

157 EFFECTS OF CAREER ACADEMIES ON MNPS 145 and direct comparisons should not be made. Many other factors could also have influenced any differences in graduation rates between the two recorded years. Table 65 Graduation Percentages for of Nashville Academies for All Students for and School Years System/School State of TN 81.0% 87.2% Academies of Nashville 57.5% 78.4% Antioch 66.5% 69.8% Cane Ridge % Glencliff 53.3% 71.6% Hillsboro 63.6% 80.3% Hillwood 63.3% 84.0% Hunters Lane 69.4% 77.8% McGavock 56.1% 78.8% Maplewood 41.2% 68.4% Overton 72.0% 77.6% Pearl-Cohn 46.2% 69.3% Stratford 50.5% 64.4% Whites Creek 53.7% 71.0% Note: graduation rates were calculated on a 4-year cycle graduation rates were calculated on a 5-year cycle.

158 EFFECTS OF CAREER ACADEMIES ON MNPS 146 It is recommended to MNPS that attention be given to closing the achievement gap between schools, especially in the areas of graduation rates, Algebra I EOC, English II EOC and PLAN scores. This recommendation is supported by data that showed student achievement had a relationship to the school they attended. It is also suggested that more emphasis should be given to the PLAN test because of its significance as a nationally scored test that is only taken one time, whereas the ACT can be taken multiple times. This suggestion was based on data by school and ethnicity regarding PLAN scores related to student achievement. It is also recommended that scores are reported in a similar format so that relevant comparisons can be made among the academies, the district, and the nation. Another recommendation is that MNPS establish a follow-up survey of their graduates to determine the effects that the academy model has post-graduation. There is a survey from the University of California Berkley in which a self-assessment guide for SLC s and career academies is utilized. This survey is also used to track career academy graduates as to what type of postsecondary education they receive, career status, and income levels. This would provide MNPS with baseline data to track their graduates with regard to college and career outcomes. It would also allow MNPS to survey their academy graduates in terms of their perception of the effectiveness of the academy model in relation to college preparedness for various major fields of study and/or career readiness (Dayton & Stern, 2010). Research from Dewees (2007) showed that the school within a school model can be very effective in the achievement of students who are socioeconomically disadvantaged. Considering the high percentage of schools within MNPS that qualify for Title I funds, the researchers recommend that the district consider the effects of the academy model on students who are economically disadvantaged. Many of these students typically do not go on to college and may also be unsure of

159 EFFECTS OF CAREER ACADEMIES ON MNPS 147 what they want to do in a career. These career academies may better serve these students than a traditional high school model which may be geared more at college preparation but leaves out the career and technical training needed in today's workforce. Literature has also shown that mobility is a large factor in student achievement and engagement. Students with a higher mobility rate lack stability to support achievement and engagement (Fowler-Finn, 2001). In order to determine the influence that mobility has on students, it is recommended that MNPS investigate this component further. Limitations of the Study This research study was limited to one calendar year. Because of this, only baseline data were provided for the client. Conclusions and assumptions about the academy model over the course of a number of years were unable to be drawn. While the academy model has been in effect across MNPS high schools for five years, the data were not available in such a way to allow comparisons over these five years of academy model implementation. Even if the data had been available over these five years, another limitation to this study is that the academy model has only been implemented in MNPS schools for five years. There is a limited amount of data to show the levels of effectiveness or failure of the model. It is a possibility that not all of the academy model schools have implemented the model with the same level of fidelity. Some schools have been converted to academy model schools over the years while one was opened as an academy model school. Additionally, the level of fidelity at which the academy model schools have been implemented depends to some degree on the level of buy-in that administrators had toward this model. Therefore, MNPS s implementation of the academy model in the high schools has been a work in progress over these last five years. While schools are always a work in progress, making the change to this model has taken time and will

160 EFFECTS OF CAREER ACADEMIES ON MNPS 148 continue to take time as MNPS administration works to make sure that all administrators in its high schools are working toward the same goal of successful academy model implementation. Other limitations that sprang from this study include the data that relate to graduation and mobility rates for students in the academy high schools. With MNPS only requesting an analysis of the 2012 statistics, a comparison of graduation rates over time was not included in this study. Also, the graduation data were reported by the state of Tennessee in percentages. Therefore, only comparisons could be made from percentages since statistical data regarding graduation were not available. However, using graduation percentages reported by the Tennessee State Department of Education, comparisons were made between MNPS academies, Davidson County, and the State of Tennessee. A random sample was used to conduct the statistical analyses rather than a stratified sample. There may have been different results on individual analyses if a stratified sample was used. For this study, had a stratified sample been utilized to determine the percentages of each high school in the large database, a random sample would have been created using those same percentages. Not all students had an SLC code assigned to their identification number in the original data set provided by MNPS. The original design of the study intended to look at a comparison of the themed academies in MNPS. However, the incomplete data provided prohibited the examination of the themed academies and limited it to the academy only. The limitations in the data prevented more in-depth conclusions from being drawn regarding the academy model in MNPS. Some of the data were incomplete which made it difficult to ascertain conclusions. The conclusions that were drawn were based on data received from MNPS and the Tennessee Department of Education website. The initial scope of this study was altered as

161 EFFECTS OF CAREER ACADEMIES ON MNPS 149 a result of data related to SLC designation being incomplete, thus prohibiting comparisons between academies. One member of the research team is an employee of the client (MNPS), but does not directly work within the academy model schools. Recommendations for Further Research Research has shown the relationship of mobility to student achievement. For future studies, MNPS would benefit from investigating the relationship between the academy model and student mobility rate as these data were unavailable for the current study. It is further recommended that investigation occur with relation to any influence between mobility rate and student achievement and engagement within the academy model. Given the fact that not all students had an SLC code attached to their student identification numbers, it is suggested that MNPS structure the data to allow for each student to have a clear attachment to a particular SLC in the data set. This will allow MNPS to look at themed academies with the same SLC code and compare these themed academies with like academies. Research questions along this line could include: Do academies with the same SLC code differ in terms of student achievement and student engagement? Likewise, having each student with a clearly designated SLC code would allow MNPS to compare the different academies with each other. Research questions along this line could include: Do the health and science academies differ significantly with the engineering academies in student achievement and student engagement? Synopsis This study focused on the academies within MNPS with regard to student achievement and engagement. The results indicated that there are gaps between graduation rates of males and females. It also showed gaps between schools regarding Algebra I EOC, English II EOC and

162 EFFECTS OF CAREER ACADEMIES ON MNPS 150 PLAN. This study showed that MNPS is making a difference in student achievement and engagement regarding Algebra I EOC, English II EOC and PLAN for gender, Algebra I EOC for ethnicities, and Attendance for gender.

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172 EFFECTS OF CAREER ACADEMIES ON MNPS 160 Appendices Appendix A: Visual Representations of Graduation Percentages by Ethnicity at MNPS Academy High Schools Figure 10. Antioch High School Graduation Rates by Ethnicity Antioch High School Graduation Rates by Ethnicity 100.0% 50.0% 76.6% 72.2% 87.7% 70.0% 0.0% White grad rate Hispanic grad rate African American grad rate Asian grad rate Figure10. Five ethnicities represented of data retrieved from state website. Figure 11. Cane Ridge High School graduation Rates by Ethnicity Cane Ridge High School Graduation Rates by Ethnicity 100.0% 94.4% 80.0% 83.3% 82.9% 75.3% 60.0% 40.0% 20.0% 0.0% White grad rate African American grad rate Hispanic grad rate Asian grad rate Figure 11. Five ethnicities represented of data retrieved from state website.

173 EFFECTS OF CAREER ACADEMIES ON MNPS 161 Figure 12. Glencliff High School Graduation Rates by Ethnicity Glencliff High School Graduation Rates by Ethnicity 100.0% 50.0% 61.1% 69.2% 81.5% 81.8% 0.0% White grad rate Hispanic grad rate African American grad rate Asian grad rate Figure 12. Five ethnicities represented of data retrieved from state website. Figure 13. Hillsboro High School Graduation Rates by Ethnicity Hillsboro High School Graduation Rates by Ethnicity 100.0% 80.0% 60.0% 40.0% 20.0% 0.0% White grad rate 76.9% 82.4% Hispanic grad rate 92.3% 66.7% African American grad rate Asian grad rate Figure 13. Five ethnicities represented of data retrieved from state website.

174 EFFECTS OF CAREER ACADEMIES ON MNPS 162 Figure 14. Hillwood High School Graduation Rates by Ethnicity Hillwood High School Graduation Rates by Ethnicity 100.0% 89.1% 72.8% 93.8% 100.0% 50.0% 0.0% White grad rate African American grad rate Hispanic grad rate Asian grad rate Figure 14. Five ethnicities represented of data retrieved from state website. Figure 15. Hunters Lane High School Graduation Rates by Ethnicity Hunters Lane High School Graduation Rates by Ethnicity 100.0% 50.0% 70.4% 83.2% 69.7% 50.0% 0.0% White grad rate Hispanic grad rate African American grad rate Asian grad rate Figure 15. Five ethnicities represented of data retrieved from state website.

175 EFFECTS OF CAREER ACADEMIES ON MNPS 163 Figure 16. Maplewood High School Graduation Rates by Ethnicity Maplewood High School Graduation Rate by Ethnicity 100.0% 80.0% 60.0% 58.6% 40.0% 20.0% 0.0% White grad rate Hispanic grad rate 70.4% 100.0% 55.0% African American grad rate Asian grad rate Figure 16. Five ethnicities represented of data retrieved from state website. Figure 17. McGavock High School Graduation Rates by Ethnicity McGavock High School Graduation Rates by Ethnicity 100.0% 50.0% 78.9% 74.8% 76.9% 93.8% 0.0% White grad rate African American grad rate Hispanic grad rate Asian grad rate Figure 17. Five ethnicities represented of data retrieved from state website.

176 EFFECTS OF CAREER ACADEMIES ON MNPS 164 Figure 18. Overton High School Graduation Rates by Ethnicity Overton High School Graduation Rates by Ethnicity 100.0% 50.0% 84.5% 86.5% 65.3% 72.3% 0.0% White grad rate Hispanic grad rate African American grad rate Asian grad rate Figure 18. Five ethnicities represented of data retrieved from state website. Figure 19. Pearl-Cohn High School Graduation Rates by Ethnicity Pearl-Cohn High School Graduation Rates by Ethnicity 80.0% 60.0% 40.0% 36.4% 71.6% 50.0% 50.0% 20.0% 0.0% White grad rate Hispanic grad rate African American grad rate Asian grad rate Figure 19. Five ethnicities represented of data retrieved from state website

177 EFFECTS OF CAREER ACADEMIES ON MNPS 165 Figure 20. Stratford High School Graduation Rates by Ethnicity Stratford High School Graduation Rates by Ethnicity 100.0% 50.0% 64.9% 64.5% 58.3% 75.0% 0.0% White grad rate Hispanic grad rate African American grad rate Asian grad rate Figure 20. Five ethnicities represented of data retrieved from state website. Figure 21. Whites Creek High School Graduation Rates by Ethnicity Whites Creek High School Graduation Rates by Ethnicity 100.0% 80.0% 60.0% 40.0% 20.0% 0.0% 63.9% 71.6% 83.3% Whites Creek Comp High School 0.0% White grad rate African American grad rate Hispanic grad rate Asian grad rate Figure 21. Five ethnicities represented of data retrieved from state website.

178 EFFECTS OF CAREER ACADEMIES ON MNPS 166 Appendix B: Visual Representations of Graduation Percentages by Gender at MNPS Academy High Schools Figure 22. Antioch High School Graduation Rates by Gender Antioch High School Graduation Rates by Gender 80.0% 75.0% 70.0% 65.0% 60.0% 55.0% 64.6% Male grad rate 76.4% Female grad rate Figure 22. Gender represented of data retrieved from state website. Figure 23. Cane Ridge High School Graduation Rates by Gender Cane Ridge High School Graduation Rates by Gender 90.0% 88.5% 80.0% 76.2% 70.0% Male grad rate Female grad rate Figure 23. Gender represented of data retrieved from state website.

179 EFFECTS OF CAREER ACADEMIES ON MNPS 167 Figure 24. Glencliff High School Graduation Rates by Gender Glencliff High School Graduation Rates by Gender 80.0% 60.0% 40.0% 20.0% 0.0% 65.3% Male grad rate 78.8% Female grad rate Figure 24. Gender represented of data retrieved from state website. Figure 25. Hillsboro High School Graduation Rates by Gender Hillsboro High School Graduation Rates by Gender 100.0% 50.0% 73.0% 90.1% 0.0% Male grad rate Female grad rate Figure 25. Gender represented of data retrieved from state website.

180 EFFECTS OF CAREER ACADEMIES ON MNPS 168 Figure 26. Hillwood High School Graduation Rates by Gender Hillwood High School Graduation Rates by Gender 90.0% 88.9% 85.0% 80.0% 79.7% 75.0% Male grad rate Female grad rate Figure 26. Gender represented of data retrieved from state website. Figure 27. Hunters Lane High School Graduation Rates by Gender Hunters Lane High School Graduation Rates by Gender 100.0% 50.0% 69.9% 85.4% 0.0% Male grad rate Female grad rate Figure 27. Gender represented of data retrieved from state website.

181 EFFECTS OF CAREER ACADEMIES ON MNPS 169 Figure 28. Maplewood High School Graduation Rates by Gender Maplewood High School Graduation Rate by Gender 80.0% 60.0% 40.0% 20.0% 0.0% 59.5% Male grad rate 78.8% Female grad rate Figure 28. Gender represented of data retrieved from state website. Figure 29. McGavock High School Graduation Rates by Gender McGavock High School Graduation Rates by Gender 85.0% 80.0% 81.2% 75.0% 74.6% 70.0% Male grad rate Female grad rate Figure 29. Gender represented of data retrieved from state website.

182 EFFECTS OF CAREER ACADEMIES ON MNPS 170 Figure 30. Overton High School Graduation Rates by Gender Overton High School Graduation Rates by Gender 82.0% 80.0% 80.7% 78.0% 76.0% 74.0% 77.3% Male grad rate Female grad rate Figure 30. Gender represented of data retrieved from state website. Figure 31. Pearl-Cohn High School Graduation Rates by Gender Pearl-Cohn High School Graduation Rates by Gender 75.0% 70.0% 74.8% 65.0% 60.0% 64.6% 55.0% Male grad rate Female grad rate Figure 31. Gender represented of data retrieved from state website.

183 EFFECTS OF CAREER ACADEMIES ON MNPS 171 Figure 32. Stratford High School Graduation Rates by Gender Stratford High School Graduation Rates by Gender 65.0% 64.5% 64.7% 64.0% 64.0% 63.5% Male grad rate Female grad rate Figure 32. Gender represented of data retrieved from state website. Figure 33. Whites Creek High School Graduation Rates by Gender Whites Creek High School Graduation Rates by Gender 80.0% 60.0% 40.0% 20.0% 0.0% 62.6% Male grad rate 79.4% Female grad rate Figure 33. Gender represented of data retrieved from state website.

184 EFFECTS OF CAREER ACADEMIES ON MNPS 172 Appendix C: Letter of Informed Consent Consent to Participate in a Research Study THE ACADEMY MODEL IN METRO NASHVILLE PUBLIC HIGH SCHOOLS Researchers: Jason Charlton, Director of Alumni and Teacher, Ezell-Harding Christian School Michelle Lepley, Compliance Facilitator, Metro Nashville Public Schools Emily Workman, Middle School Principal, Ezell-Harding Christian School Invitation to participate in a research study As doctoral candidates of Lipscomb University, Jason Charlton, Michelle Lepley, and Emily Workman invite you to participate in a research study about the success of the implementation of the academy model in Metro Nashville Public High Schools. Description of subject involvement If you agree to be part of the research study, you will be asked to share personal opinions, feelings, and experiences produced during the implementation of the academy model in MNPS high schools. Benefits Although you may not directly benefit from being in this study, others may benefit because this study will be beneficial to school district administrators that are looking to make a change to small learning communities. The findings will also be of interest to those districts that have already made the change to SLCs. Administrators will benefit from this study by being able to see the results and, reflecting upon the fidelity with which they have implemented the academy model, assess areas for

185 EFFECTS OF CAREER ACADEMIES ON MNPS 173 improvement and strengthening. It is expected that teachers of academies will benefit from the research in that they will see the benefits and outcomes of the academy model that will either reinforce the model or show areas for improvement. Students will benefit from this study when administrators and faculty collaborate on the findings of the study to continually improve the model. Risks and discomforts There are no risks associated with this study because the data collection is completely anonymous and the topic is not sensitive. Confidentiality Although we plan to publish the results of this study, there will be not identifying properties associated with your responses. All participation is anonymous and confidential. Storage and future use of data The data or specimens you provide will be stored in a locked cabinet in the office of one of the researchers for a minimum time of two years after publication of the research study. At the time of two years post-publication, all data will be properly destroyed to maintain anonymity and confidentiality. Voluntary nature of the study Participation in this study is completely voluntary. Should you choose to participate now but later change your mind, your direct answers will be removed from the study.

186 EFFECTS OF CAREER ACADEMIES ON MNPS 174 Contact information If you have questions about this research, including questions about scheduling, you may contact Michelle Lepley ( ), Jason Charlton ( ), or Emily Workman ( ). If you have questions regarding this study and your participation there in but wish to speak with someone other than one of the researchers, you may contact Dr. Roger Wiemers at Lipscomb University, Department of Education, One University Park Drive, Nashville, TN (615) or toll free, (800) , Consent Your signature on this document signifies that you agree to be a participant in this study. For your personal records, you will be given a copy of this document. It is asked that you clearly understand what you are being asked to do and that all of your questions have been answered before you sign this form. If questions arise at a letter time, please feel free to contact any of the researchers listed above. I agree to participate in the study. Printed Name Signature Date

187 EFFECTS OF CAREER ACADEMIES ON MNPS 175 Appendix D: Memorandum of Understanding

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189 EFFECTS OF CAREER ACADEMIES ON MNPS 177

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191 EFFECTS OF CAREER ACADEMIES ON MNPS 179

192 EFFECTS OF CAREER ACADEMIES ON MNPS 180

193 EFFECTS OF CAREER ACADEMIES ON MNPS 181 Appendix E: Protecting Human Research Participants-Certificate of Online Course Jason Charlton Completion Michelle Lepley

194 EFFECTS OF CAREER ACADEMIES ON MNPS 182 Emily Workman