Administrators' perspectives of JROTC career academies and their impact on at-risk students' attendance, behavior, academic achievement, and graduation rates in urban public schools, 2005

Collection:
Atlanta University and Clark Atlanta University Theses and Dissertations
Title:
Administrators' perspectives of JROTC career academies and their impact on at-risk students' attendance, behavior, academic achievement, and graduation rates in urban public schools, 2005
Creator:
Jenkins, Margie M.
Date of Original:
2000/2009
Subject:
Degrees, Academic
Dissertations, Academic
Location:
United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798
Medium:
dissertations
theses
Type:
Text
Format:
application/pdf
Description:
Degree Type: dissertation
Degree Name: Education Specialist (EdS)
Date of Degree: 2005
Granting Institution: Clark Atlanta University
Department/ School: Department of Educational Leadership
The purpose of the study was to gather information from administrators regarding military career academies and their effectiveness toward 'at-risk� students relating to attendance, behavior, academic achievement, and graduation rates. The marriage between the Junior Reserve Officers' Training Corps (JROTC) and career academies has linked programs with distinctly different cultures. JROTC programs are designed to attract motivated, enthusiastic students who show leadership potential. Their agenda focuses on discipline, chain of command, and self-responsibility. Career academies, in contrast, single out students who are not achieving up to their potential, many of whom are not motivated by traditional course work and are at risk of not completing high school. According to L. M. Hanser and A. E. Robyn (2000) in their book, Implementing High School JROTC Career Academies, the academies strive to prevent dropouts by creating schools-within-schools that provide integrated academic and vocational training. This study is concerned with administrators' perspectives of a military academy and the impact it has on the attendance, behavior, academic achievement, and graduation rates of students that attend urban public high schools.
Metadata URL:
http://hdl.handle.net/20.500.12322/cau.td:2005_jenkins_margie_m
Language:
eng
Holding Institution:
Clark Atlanta University
Rights:
Rights Statement information

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