The effects of applying components of successful, researched -based remediation programs on students needing to pass the Indiana Graduation Qualifying Exam
Abstract
This study investigated the implementation of research-based components from nationally recognized remediation programs in Indiana high schools' Graduation Qualifying Exam remediation programs. The problem, which was the focus of this study, was the growing population of students who were unable to pass the state exam and the high school remediation program design that they experienced. Prior to this study no data had been effectively collected that detailed the components and practices of Indiana high schools' Graduation Qualifying Exam remediation programs. This researcher identified four key reoccurring components of the nationally recognized programs and compared them to the components of Indiana high schools' program components. A questionnaire was developed to gather data from Indiana high schools relative to the strategies they implemented in their remediation programs. The data received was also disaggregated by enrollment and geographical location. Results indicated Indiana high schools were implementing the four key strategies but not as defined by the research. Consequently, students are not benefiting from the implementation of research-based strategies. It was also determined that the types and numbers of key strategies implemented was not effected by the high schools' enrollment or geographical setting.
Degree
Ph.D.
Advisors
Hirth, Purdue University.
Subject Area
School administration|Curricula|Teaching
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