The Effect of Traditional and Non-Traditional Academic Models on High School Graduation Rates

Abstract

The purpose of this study is to determine whether a traditional school academic model and a non- traditional academic model are equally effective in leading students in a low income, urban high school to meet graduation requirements. The study used a causal-comparative design with a convenience sample to compare graduation rates of seniors who followed a traditional academic model and those who followed a non-traditional academic model. A chi-square test was used to compare the proportion of traditional and non-traditional students that met graduation requirements. The null hypothesis indicated that in a year in which some seniors participated in a traditional academic model and other seniors participated in a non-traditional academic model, there would be no significant difference in the proportion of students that graduated. The null hypothesis failed to be rejected. Research revealed that both traditional and non-traditional academic models provide a notable means of success for students.