Student and Teacher Attitudes Regarding Advisory

Abstract

Advisory classes in schools across the country have different meanings and purposes. This dissertation is focused on an Advisory class in an urban setting that was created purposefully to (1) build relationships between students and staff in a healthy manner, (2) increase academic performance of students, and (3) increase postsecondary entrance of students. This study uses a mixed method design to identify whether the original intent of the Advisory class was actualized through the perceptions of teachers and students. The purpose of this study is to explore whether, in the years of Advisory, discipline rates declined, graduation rates rose, and more students went on pursue postsecondary. This dissertation focuses on an Advisory program that was developed in 2010 at Center High School, when a group of teachers and administrators began conversations on how to best serve students in a Student Service Model. The class was developed by a team under the model of continuous improvement to ensure change to the class as their needs fluctuated, and with determined focus on three main concepts: relationships, academics, and postsecondary entry. The single-case study itself draws upon a program evaluation model to help guide the evaluative structure of the research. The qualitative design identifies the perceptions of the individuals immersed in Advisory, those who either taught it, or were students in the class. These individuals had little or no knowledge as to the initial team of creators or their goals, yet they lived and breathed Advisory in their daily practice. Eight teachers and eight students were interviewed to identify if through their conversations and knowledge of Advisory, the original intent of the program was recognized in the practice. Themes around relationships, academics and postsecondary entry were coded through the interviews, as were indicators of problems, frustrations, and ideas of better implementation. As a mixed method research design, quantitative analysis of academic achievement data was reviewed to see if retention for students increased, decreased or leveled out during the first four years of Advisory. Conclusions from this program’s evaluation single-study model validated the original intent of Advisory. The Advisory program created adult student relationships, fostered academic success, and contributed to postsecondary pathways for students. Findings contribute to program implementation models, best practices for schools in high need, specifically in urban areas, and purpose-driven instructional models.