Improvement of Graduation Rates of Senior High School - Research Proposal Example

Chapter 1: Introduction Problem Statement The Bangkok School District senior high school students failed the end of year exam and only 381 out of 554 (68.8%) received a high school diploma during the 2009-2010 school year. Purpose The purpose of this study is to determine why senior high school students failed the end of year exam and did not receive a high school diploma. The research will identify ways to improve the graduation rates of senior high school, and to implement them. Description of Community The community is located in the heart of northeast Kansas’ scenic Flint Hills called “Manhattan”. The recent census population count is 52,836 (City of Manhattan, 2009). According to City-Data (2009), the population consists of 84.3% Caucasians, 4.8% African American, 4.1% Hispanics, and 3.5% Asian. The estimated median household income is $36,718. Kansas median household income is $47,817 and the estimated median house or condo value in 2009 is $172,746 which was $93,700 in 2000 (City-Data, 2009). The cost of living in Manhattan is significantly lesser than the US average. In Manhattan, the index of cost of living is 83.5 as compared to 100, which is the average index in US (City-Data, 2009, para 1). The Bangkok High school district’s goals are increased graduation rates for senior high school student. The areas of concern include improving passing the end of year exam percentage from 68.8% to 75% (Bangkok School, 2009). Description of Work Setting The action research project will take place with senior high school in the Bangkok High School located in Manhattan, Kansas. The Bangkok High School consists of grades 10 through 12. The mission of Bangkok High School is to prepare students for a positive and successful life, whether that be in college or the workforce, after their graduation. Our goal is to provide students with a structured curriculum, state of the arc technology, and high expectations to succeed. Furthermore, students will also learn to become independent and responsible citizens who are capable of handling difficult emotional and social situations with a positive and productive disposition. (The Bangkok High School Mission, 2009). The student enrollment in the Bangkok High School is approximately 1,715, there are 168 certified and non-certified personnel, and the number of students with each teacher is 22 (Bangkok School, 2009). There are 74 full-time teachers on staff with 50 existing classrooms (Bangkok School, 2009). The twelfth grade’s enrollment is 554 students, with 30 full-time teachers. All students and teachers are partaker in this research project on this senior high school campus (Bangkok School, 2009). In this research project, 200 students who are unprepared for the end of year exam, 30 students in depression, and another 30 who frequently miss school will be included. Writer’s Role The writer has a Bachelor of Science in Education degree majored in Health Education from Kasetsart University in Bangkok, Thailand and has a 1 year teaching experience. Chapter II: Study of the Problem Problem Description The senior high school students have failed the end of year exam and only 68.8% managed to receive a high school diploma during the 2009-2010 school year. This is a one semester study. Problem Documentation The documentation comes from a report on and the end of year test score, an observation report on the students with depression, and an attendant’s report on the end of year exam. 381 of the 554 senior high schools students (68.8%) received a high school diploma. As many as 173 out of the 554 senior high schools students (31.2%) failed their end of year exam. 13% of the senior high schools students (22) were absent on their end of year exam. 22% of the senior high schools students (110) were unprepared to assume the responsibility for their learning, and failed their end of year exam, and 15% of the senior high schools students with depression (25) failed their end of year exam. Literature Review Available data from students in the class of 2007 shows that only 68.8% of all public school students in the nation graduated from high school with a regular diploma (Wittenstein, 2010). According to Wittenstein (2010), “The report features the EPE Research Center’s original, comprehensive analysis of high school graduation rates, completely updated for this year’s report, and identifies the leading epicenters of the graduation crisis” (para 1). Sundius and Farneth (2008) state, “Maryland state chose the method of measuring by who attends school, and who gets a diploma do not include all students: those who are highly mobile, frequently absent, or drop-out” (p. 10). Sundius and Farneth (2008) further said that often, students miss the school because of challenges that they encounter in the school, family or the society. Irrespective of the cause of missing the school, the practice is weakening the students academically. Their disengagement from school allows them to graduate. (para 1). High school graduation showed an increasing fall out, and absenteeism percentage (Weiss, 1988). Today’s high school graduates are in no better shape for college than were their predecessors a decade ago (ACT Inc, 2004). Dumais (2008) emphasizes that opportunities abound for students to spend time in ways that do not necessarily translate into academic success, such as hanging out with friends or watching TV (para 3). Huang-Chi et al. (2008) have associated the school affinity with the relationship of a student with his mentors and classmates, his school attendance and the value he/she places on his/her school life (para 2). Huang-Chi et al. (2008) consider the support from mentors and the companionship of a student with the peers important enough to help the adolescents cope with the stress in life and boost their self esteem (para 2). “According to the National College Depression Partnership (NCDP), in a population of 18 million college students, around 2.35 million may deal with serious depression while attending college” (Pendola, 2011). Andrews & Wilding (2004) see a negative effect of the depression and lack of finances on the academic performance of a student (para 1). Causative Analysis Several causes lead to the failure of the senior high school students in the end of year exam and only 68.8% received a high school diploma during the 2009-2010 school year. Senior high school students are unable to prepare for their end of year exam, and accordingly, tend to miss it. Although they tend to manage their time rightly, yet their depression does not allow them to concentrate on their end of year exam. Chapter III: Outcomes and Analysis Goals and expectations During the 2011-2012 school’s year, 75% of the senior high school students at Bangkok School District will pass their end of the year exam and receive a high school diploma. Expected Outcomes Some measurable outcomes that will be achieved to improve senior high school students’ graduation rates are as follows: 1. 80% of the senior high school students (443) will prepare for their end of year exam during the year 2011-2012. 2. 95 % of the senior high school students (527) will attend their end of year exam. 3. 415 of the senior high schools students (75%) will pass their end of year exam and receive a high school diploma. 4. 30% of the senior high school students with depression (51) will pass their end of year exam. 5. The number of students out of the 554 senior high schools students (25%) that will fail their end of year exam and will not receive a high school diploma will be less than 138. Measurement of Outcomes The qualitative outcome measurements will be derived from a survey, interviews, and observation. They will be devised to determine why students failed the end of year test and only 68.8% of the 554 high school students in the Bangkok School District received a high school diploma. A survey will be e-mailed and sent by mail to the parents and teachers of all senior high school students. An observation of students with depression will be created. 51 (30%) students with depression and 21 (5%) students who often remain absent will be interviewed. Analysis of Results The results of this research will be evaluated by using qualitative methods and enumeration. Tables, charts, and bar graphs will be used to represent the results from the surveys and the observations about parents and teachers’ perceptions of the end of year exam. They will include enumeration of the survey and observation results. Bar graphs will include the information from the tables and charts. Bar graphs will be used because they can be more easily related to than enumeration. Interview notes will be compared to determine the result. Observation checklists will be used with depression and absent reports. Observations will be tallied on the checklist. Observed behaviors not mentioned will be listed and tallied in a section provided on the checklist. Chapter IV: Solution Strategy Statement of problem The problem is the Bangkok School District senior high school students failed the end of year exam and only 381 out of 554 (68.8%) received a high school diploma during the 2009-2010 school year. Discussion Solutions will be gained from a comprehensive literature review. According to Huang-Chi et al. (2008), “It is difficult to change adolescents’ family and school characteristics, early monitoring of the possibility of depression should be commended for adolescents with adverse family and school characteristics” (para. 2). Blankstein et al. (1992) determined a difference in the problem-solving self-appraisals between non-depressed and depressed students without any differences in the real problem-solving behaviors between the two (para. 5). In their study, expectancies and analysis of the problem solving performance were found to be more negative among the depressed students. According to Perkins (2008), students that had raised their opinions in the poll expressed a desire to be challenged more by the high school. About 80% were of the view that had the high school expected more from them, they would have worked even harder (para. 1). Perkins (2008) felt the need for high school to pass more engaging instructions (para. 2). According to Whelan (2007), who conducted a study for the graduating high school students who were insufficiently prepared for the college, along with making the high school course rigorous, the states should clearly identify the types and total number of courses for the students. Also, the courses thus designed should be made consistent with standards of the state which are influenced by the postsecondary school and work requirements (para. 6). Selected Solutions In the first week of the first month, surveys will be conducted to check the reasons parents and teachers may think for the failure of the high school students in the test and lack of their ability to receive the diploma. The surveys will be both e-mailed and sent by postal service to the parents and teachers. In the surveys, questions pertaining to parental observation of the students’ behavior will be included. In the second week of the first month, questionnaires will be collected from the parents and high school teachers through e-mail, postal services, or through children. In the third week of the first month, names of the parents and teachers who will have completed the surveys will be checked off in a name sheet. An e-mail, a note home by mail, and a phone call will be used to contact parents and teachers who will not have completed and sent the survey back to school by then. Extra surveys will be sent as required. Interview schedules will be made to make the parents meet the resource teacher. Observations on students with depression will begin this week. In the fourth week of the first month, all completed surveys will be collected and analyzed. The results will be generated in the form of a graph. In the first week of the second month, assignments’ to-do list and class calendar will be given to all high school students. In the second week of the second month, students will be informed about absent reports that will cover up the whole semester. In the third week, after first month of depression observation, interviews will be conducted with students with depression while the observations will continue. The test score report will be prepared before the end of year exam. In the fourth week, data from observation will be collected. The students who struggled with depression will receive counseling from the private consultant to come out of their depression. In the forth week of the third month, in-services will be scheduled at various times by the administration to educate students to be prepared for their end of year exam. Students and professionals will discuss the cause of failing the end of year exam. Professionals will demonstrate tips and strategies to pass the end of year exam and relieve the depression. Students will have an opportunity to ask questions from the professionals and discuss the keys to success in high school. In the first week of the fourth month, all data will have been collected and tallied. PowerPoint presentations will be held to project the results. A question and answer session will be conducted. In the second week, the same surveys will be distributed, collected and tallied as above. In the third week, extra surveys will be given as needed. Results of surveys and observation will be analyzed demonstrated by comparing pre-data and post-data. In the fourth week, at scheduled times, students and professionals will meet together to watch a PowerPoint presentation comparing pre-surveys to post-surveys, and estimated test score result. A question and answer session will be conducted. Observations will begin. The student will be successfully attending and showing responsibility in preparing for end of year exam on 2011-2012 school year. Reference Andrews, B., & Wilding, J. M. (2004). The relation of depression and anxiety to life-stress and achievement in students. British Journal of Psychology, 95(4): 509. Retrieved from EBSCOhost. Blankstein, K. R., Flett, G. L., & Johnston, M. (1992). Depression, problem-solving ability, and problem-solving appraisals. Journal of Clinical Psychology, 48(6): 749-759. Retrieved from EBSCOhost. (2009). City of Manhattan. Retrieved from http://www.ci.manhattan.ks.us/index.aspx?nid=127 Dumais, S. A. (2008). Adolescents' Time Use and Academic Achievement: A Test of the Reproduction and Mobility Models. Social Science Quarterly (Blackwell Publishing Limited), 89(4): 867-886. doi:10.1111/j.1540-6237.2008.00588.x Huang-Chi, L., Tze-Chun, T., Ju-Yu, Y., Chin-Hung, K., Chi-Fen, H., Shu-Chun, L., & Cheng-Fang, Y. (2008). Depression and its association with self-esteem, family, peer and school factors in a population of 9586 adolescents in southern Taiwan. Psychiatry & Clinical Neurosciences, 62(4): 412-420. doi:10.1111/j.1440-1819.2008.01820.x (2009). Manhattan Kansas. Retrieved from http://www.city-data.com/city/Manhattan-Kansas.html Pendola, R. (2011). Depression Among College Students. Retrieved from http://www.ehow.com/facts_6147067_depression-among-college-students.html. Perkins-Gough, D. (2008). Unprepared for college. Educational Leadership, 66(3): 88. Retrieved from EBSCOhost. Sundius, J., & Farneth, M. (2008, Sep. 19). Missing school. The Epidemic of School Absence, 1(1): 1-15. Unprepared for college.(ACT Inc.) (Brief Article). (n.d). Report on Literacy Programs, 16(21): 170. Retrieved from EBSCOhost. Weiss, A. (1988). High School Graduation, Performance, and Wages. Journal of Political Economy, 96(4): 785. Retrieved from EBSCOhost. Wittenstein, R. (2010, June). Progress on graduation rate stalls; 1.3 million students fail to earn diplomas. Education Week, Retrieved from http://www.edweek.org/media/ew/dc/2010/DC10_PressKit_FINAL.pdf Whelan, D. (2007). Most Students Unprepared for College. School Library Journal, 53(6): 22. Retrieved from EBSCOhost. Read More