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The effect of middle school Junior Reserve Officers' Training Corps (JROTC) programs on student achievement, attendance, and behavior
Cornell T McGhee
Paperback. ProQuest, UMI Dissertation Publishing 2011-09-08.
ISBN 9781243728180
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Publisher description
The purpose of this study is to determine if there are differences in student achievement, attendance, and behavior between students who participate in middle school Junior Reserve Officers' Training Corps (JROTC) programs compared to those who do not participate in such programs. Although middle school JROTC programs have been in existence since 1995, their effectiveness as character education programs has not been scrutinized.
Middle school JROTC programs exist in approximately twenty school districts around the nation. Of the twelve school districts with middle school JROTC programs in Texas, three schools agreed to participate in this research. Archival data were solicited on two groups of students, namely, those enrolled in a middle school JROTC program (cadets) and those never enrolled in middle school JROTC (students) from the three participating Texas school districts. Specifically, selected mathematics and reading standardized test scores, attendance data (student attendance rate), and behavioral data (i.e., external suspensions greater than three days) on the two student groups at two points in time: the conclusion of the fifth grade (School Year 2006--2007) and the end of the eighth-grade (School Year 2009--2010) were solicited.
There was not a significant difference in academic performance between cadets and students as measured by eighth-grade mathematics and reading standardized test scores. However, cadets did have significantly higher eighth-grade attendance than students who were never enrolled in the program. Additionally, students never enrolled in JROTC were more likely to be suspended for more than three days during their eighth-grade year as compared to cadets
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The effect of middle school Junior Reserve Officers' Training Corps
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