| This study investigated the perceptions of the effectiveness of ninth grade restructuring strategies in Detroit Public Schools. High school principals, ninth grade administrators and ninth grade teachers were asked to respond to a three-part survey focusing on ninth grade restructuring. This original survey was developed by the researcher to conduct an exploratory study of Detroit Public Schools' ninth grade restructuring strategies that were in effect during the 1998--99 school year.;The first part of the survey was a short demographic survey to provide a description of the sample. The survey also presented a composite of restructuring strategies implemented in Detroit Public Schools. The respondents were asked to indicate if the ninth grade restructuring strategy listed in this section of the survey were used; the effectiveness of the strategy was measured using a Likert Scale.;Findings indicated that a variety of ninth grade restructuring strategies were being implemented in Detroit Public Schools, although not all schools were using the same model or strategies. The clustering strategy wherein students were assigned the same classes and same teachers was significant. Also significant were the strategies of cooperative learning, technology driven lesson plans, school-within-a-school, magnet or accelerated programs and extended classes on alternate day.;Findings that were not statistically significant in terms of effectiveness included the strategies of a separate bell schedule for ninth graders, grouping students according to career aspirations, inclusion of upper class men grouped with ninth graders, and separate area housing. Also, the strategy of block scheduling, using three or four classes one semester and three or four classes the next semester had non-significant findings.;The strategies implemented at each school could differ relative to the type of student and the needs of those students. This study provided recommendations for practices that could help improve student retention and help ninth graders reduce their anxiety while making the transition from middle school to high school. |
