Term

Spring 2017

Capstone

Thesis

Degree Name

MAEd

Primary Advisor/Dissertation Chair

Dr. Margot Galt

Secondary Advisor/Reader One

Rose Jagim

Peer-Reviewer/Reader Two

Theresa Kuhn

Abstract

The research question addressed in this project was, how can an advisory program be implemented into the structure of a large suburban high school to foster academic success in ninth-grade students? It documents the process from initial failed effort to the completion of a research-based design of an ideal advisory program for a large suburban school in the Midwest. Drawing on research from a wide range of sources and through interviews with teachers of students grades 9-12 the author constructs a well informed program design aimed at creating support structures to help students through the difficult transition from eight to ninth grade by reducing student anonymity in large high school, improving cultural competency of teachers of a diverse student population, and creating a more community oriented school environment that can more readily address student needs potentially leading to greater student success. Research suggests that advisory programs are most successful when designed around site-based needs of staff and students and when focused on supporting students’’ academic pursuits, introducing them to postsecondary options and helping them build the soft skills needed for success.

Research Methodology

Curriculum Development, Interview, Program Evaluation

Keywords

Community Building, Grades/ Student Performance

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