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dc.contributor.advisorEmerson, Michael W.
dc.contributor.advisorAmine, Rayyan
dc.creatorMunoz, Mindy 1978-
dc.date.accessioned2014-11-21T21:46:51Z
dc.date.available2014-11-21T21:46:51Z
dc.date.createdDecember 2012
dc.date.issued2012-12
dc.identifier.urihttp://hdl.handle.net/10657/793
dc.description.abstractThere is a significant disparity in accounting for the dropout reduction rates and their overall rate of growth among the population for Hispanic high school students. The purpose of the study was to examine the factors that impact the advancement or promotion of Hispanic ninth graders into 10th grade. In the district studied, this promotion was based on the number of credits earned. For the purpose of this study, successful 9th grade promotion was defined as whether or not the student advanced from 9th to 10th grade with their entering 9th grade cohort of students. This study examined Hispanic students from intermediate schools in grades six through eight that were drawn from a large, suburban school district in the Southwest region of the United States. The study sample included nine intermediate schools. Independent variables included the results of the Texas Assessment of Knowledge and Skills (Lexile level - reading/language arts and Quantile level - mathematics), the attendance rates, and the Limited English Proficiency status of a student. A review of related literature provided background information regarding the issues surrounding changes in population demographics and high school freshmen dropouts. Achievement scores in eighth grade, their daily attendance in eighth grade, and their LEP status were the measured variables. This quantitative research utilized archival data to analyze the relationship between the independent variables (Texas Assessment of Knowledge and Skills results, attendance rates, and the Limited English Proficiency status for a student) and student success as measured by credits earned towards the advancement from 9th to 10th grade. Data analysis considered each independent variable to determine if there was an influence on academic success. Implications and recommendations for future studies were discussed by the researcher.
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.rightsThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).
dc.subjectHispanics
dc.subject9th grade bulge
dc.subjectTexas Assessment of Knowledge and Skills
dc.subjectLexile level
dc.subjectQuantile level
dc.subjectAttendance rates
dc.subjectLimited English proficiency
dc.subjectEnglish language learners
dc.subject.otherProfessional leadership
dc.titleWhat Principals Need To Know About Predicting Ninth Grade Promotion For Hispanic Students
dc.date.updated2014-11-21T21:46:51Z
dc.type.genreThesis
thesis.degree.nameDoctor of Education
thesis.degree.levelDoctoral
thesis.degree.disciplineProfessional Leadership
thesis.degree.grantorUniversity of Houston
thesis.degree.departmentEducational Leadership and Cultural Studies, Department of
dc.contributor.committeeMemberBusch, Steven D.
dc.contributor.committeeMemberMacNeil, Angus J.
dc.type.dcmiText
dc.format.digitalOriginborn digital
dc.description.departmentEducational Leadership and Cultural Studies, Department of
thesis.degree.collegeCollege of Education


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