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The impact of full service community school programs on student success
This dissertation is a mixed methods study using pre-existing high school cumulative GPA scores to examine if significant difference in student success over the course of three years exists after full service community school implementation within District X. Analysis of qualitative data, in the form of open ended surveys gave insight into the perceptions of administrators, teachers, counselors and other full service community staff members within the two high schools studied. Qualitative patterns emerged showing some success of the full service model within the district as perceived by staff. Analysis through the use of SPSS and a paired samples t-Test indicated that significant difference in student success existed between year two and year three of program implementation as measured by high school cumulative GPA scores. Using an Independent samples t-Test it was revealed that no significant difference in student success existed among Hispanic verse non-Hispanic students.