SCHOLARLY WORKS SYNTHESIS 1
Recommendations for Solving the Problem of Low Graduation Rates at Belton-Honea Path
High School
Sarah DiLella Finley
School of Education, Liberty University
SCHOLARLY WORKS SYNTHESIS 2
SCHOLARLY WORKS SYNTHESIS TEMPLATE
Central Research Question:
How can the problem of low graduation rates be solved at Belton-Honea Path High School in
South Carolina?
Article #1
Individual Scholarly Works Template (1,000-word minimum for this section)
Insert correctly formatted reference and link to the scholarly peer-reviewed work below.
Mariano, L. T., Martorell, P., & Berglund, T. (2024). The effects of grade retention on high
school outcomes: Evidence from New York City schools.:Journal of Research on
Educational Effectiveness, 1–31. https://doi.org/10.1080/19345747.2023.2287607
What is the theoretical or conceptual framework, if presented?
This study examined the cause and effect of grade retention on high school achievement and
outcomes. The authors used a transactional model to explain the relationship between grade
retention and student outcomes. This model examines the impact of earlier grade retention on
student academic performance and the effect of assessments on determining whether students
are retained or promoted. In a school environment, students experience different circumstances
that interact to affect future actions, such as poor grades, causing students to be retained.
What are the major topics presented?
The major topics presented include the differing outcomes of grade retention and its impact on
later school success. The study presented literature to support grade retention in early grades to
promote later school success, and research indicated that retaining students later in school led
to higher dropout rates.
Which words and/or authors are repeated often?
This article mentions graduation, grade retention, dropout, high school persistence, and human
capital. Jimerson is cited several times throughout the article to support prior research on grade
retention.
What were the data collection methods used?
Data was collected from the New York City Department of Education records, including
traditional public and charter schools. This study collected enrollment data, demographics,
high school credit audits, high school persistence, dropout reports, and graduation rates.
What were data analysis methods used?
The data was analyzed using a fuzzy regression discontinuity design. The analysis related to
high school persistence and dropout rate by year, high school credits earned related to
SCHOLARLY WORKS SYNTHESIS 3
graduation from high school, highest grade attended, and exam outcomes related to academic
performance.
What are the results of the study?
When measuring retained students in grades 3 through 5, there was no evidence that retention
impacts dropping out. However, when students were retained in middle school, there was a
statistically significant chance that they would drop out by on-time 12th-grade graduation.
This indicates that if students were retained in middle school, they were less likely to persist
through high school as their peers began to graduate and were off-track. The results show that
retention in middle school decreases the credit completion attained in high school by five
courses. The results indicate that students retained in 7th or eighth grade are negatively affected
in their ability to complete the highest grade level and have minimal credit accumulation in
high school.
What are the strengths of the article?
This article's strengths include explaining the transactional model and exploring the historical
effects of retention. It offers positive and negative views of grade retention on student
achievement related to academic achievement and students’ self-esteem and identity. This
improves the research on retention and its long-term impacts on student achievement. It
provides evidence that retaining students in eighth grade discourages them from earning
credits towards their high school diploma and persisting through high school.
What are the limitations of the article?
This article focused on school policies that require students to be retained based on passing
standardized tests, which does not include other ways students can be retained, such as not
passing specific courses like math or English or accumulating credits. The authors did not
address whether retention improves academic skills; it just focused on progression through
grade levels based on test performance. This also does not address social promotion, as test
scores are the standard for promotion and retention. Another limitation of the study is that it
did not address students who had been retained multiple times, as this factor can influence
academic persistence and self-esteem related to academics.
How does this article address the problem or topic of your proposed study?
This article addresses the standard school policy to retain students who do not meet the
minimum requirements to advance to the next grade level in high school. My high school is
required to retain students based on standards set by the Department of Education of South
Carolina. This research studies the causal effects of retention on student outcomes, which is a
potential area of exploration in my study, as retention does impact graduation rates. Although
this focuses on middle school promotion, I have found that many retained students have
previously been retained and often are discouraged because they are not on track with their
peers.
How does this work neglect to address the problem or topic of your proposed study?
In South Carolina, you must earn a specific number of credits each year of high school to
progress to the next grade, and test scores are only utilized in elementary and middle grades.
SCHOLARLY WORKS SYNTHESIS 4
My study focuses on high school promotion and retention, while this article only addressed
eighth-grade or elementary retention.
What evidence does the article present regarding the problem or topic of your proposed study?
This article presents evidence of a strong pattern of dropouts among students who are off-track
by one year beyond their on-time graduation rate. This supports the problem of low graduation
rates as off-track students often struggle in previous grades and have difficulty obtaining the
credits they need to progress through high school. This article also presented evidence that
retention does not show a negative financial impact on schools in this study. Still, schools
should not use the monetary cost as the only support for implementing retention policies.
How does this article otherwise relate to your study?
The authors explored the impact of policies related to grade retention, and my study will focus
on similar policies and leadership choices related to this policy. They also discuss developing
human capital, which is gaining more advanced skills as you progress through high school to
prepare students for life beyond formal education. I want to focus on the importance of high
school education in exposing students to college and career opportunities and developing
human capital, which is vital to contributing to society.
Include two quotes containing key information you may want to use in your literature review.
Use correct formatting. Note: Literature reviews include very few, if any, quotes.
“Proponents argue that the intensive nature of grade retention – an entire year of instruction in
the same grade – offers struggling students a realistic chance to “catch up” academically.
Opponents argue that grade retention leads to alienation from school by disrupting social
bonds between students and stigmatizing students who get held back” (Mariano et al., 2024, p.
1).
“Altogether these results indicate that retention in middle grades does not cause students to
quit high school in earlier grades, but it does make them less likely to persist after their
promoted peers begin completing high school” (Mariano et al., 2024, p. 16).
Identify resources cited in the article that may be useful to find, access, and read.
Jacob, B. A., & Lefgren, L. (2009). The effect of grade retention on high school
completion.American Economic Journal of Applied Economics,1(3), 33-58.
https://doi.org/10.1257/app.1.3.33
Jimerson, S. R., Anderson, G. E., & Whipple, A. D. (2002). Winning the battle and losing the
war: Examining the relation between grade retention and dropping out of high school.
Psychology in the Schools., 39(4), 441–457. https://doi.org/10.1002/pits.10046
Article #2
SCHOLARLY WORKS SYNTHESIS 5
Individual Scholarly Works Template (1,000-word minimum for this section)
Insert correctly formatted reference and link to the scholarly peer-reviewed work below.
Viano, S., & Henry, G. T. (2024). Online credit recovery as an intervention for high school
students who fail courses. Educational Policy, 38(1), 218-253.
https://doi.org/10.1177/08959048231153597
What is the theoretical or conceptual framework, if presented?
This study's framework explored the relationship between students enrolling in online credit
recovery courses and passing courses they failed previously while graduating from high school
compared to students who retook face-to-face courses. The authors wanted to identify barriers
to online or face-to-face courses on unintended implications for academic achievement. They
proposed that although online courses may allow students to recover courses quickly, they
may experience learning loss and not have the same experiences as in face-to-face courses.
The empirical framework was based on increased access to online credit recovery course
options and their potential impact on improving high school graduation rates.
What are the major topics presented?
This article focuses on using online credit recovery courses as an intervention to address
meeting high school graduation requirements. The authors focus on personal and educational
barriers that may influence students’ ability to graduate from high school and how offering
online credit recovery courses may benefit students as they attempt to remain on track after
failing courses. This research compared the graduation rates of students who re-took failed
courses in person or using online credit recovery programs.
Which words and/or authors are repeated often?
The repeated words were high school graduation, online courses, online credit recovery,
course failures, and barriers.
What were the data collection methods used?
Data was collected using course transcripts to determine if failed courses were re-taken in
person or online. High school graduation was verified through the collected on-time
graduation data for each specific year studied. Transcripts were checked for grade verification
to ensure the student received credit if they passed the course re-take. The dependent variables
in this study were on-time graduation, end-of-course exam scores, and passing the previously
failed class. Co-variates were examined and included student enrollment for specific groups,
behavior, GPA, failed eighth-grade courses, and standardized test scores.
What were data analysis methods used?
The authors used several outcome analysis regression equations to determine the relationship
between the variables and high school graduation rates. The analyses included passing
previously failed courses and end-of-course exam outcome analysis, and high school
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graduation outcome analysis. The authors had to create different equations for each regression
as they measured different covariates in each equation.
What are the results of the study?
The study results showed that students who complete online credit recovery courses are more
likely to graduate when they fail core courses. Compared to students re-taking face-to-face
courses, students had better chances of earning their diploma if they took the course online.
Although online classes improved graduation rates, the results show that these students did not
perform well on end-of-course English, Biology, or ACT exams, indicating that learning loss
may have occurred.
What are the strengths of the article?
The strength of the article is the transparency of evaluating the rigor of the online courses
compared to the in-person courses. They explained that although the results show the positive
impact of online courses on graduation rates, they understand that these courses encourage an
easier path to earning high school credits without the typical knowledge gained from face-to-
face classes. The authors confirmed previous research as their results supported increased
graduation rates in other states for students who recovered credits through online courses.
What are the limitations of the article?
The limitation of this article is that the researchers created their statistical analysis using
equations that measured differences between variables. They attempted to control for
covariates, but the results may not be replicated based on their formulas. The article only
addressed English, Math, and Biology courses but did not account for other classes students
can take, which could have different effects based on the content of the courses.
How does this article address the problem or topic of your proposed study?
This article provides insight into an intervention used to help improve graduation rates. This
study explored the role of including online courses as a resource for struggling students to
return to on-time graduation status. By comparing face-to-face classes and online credit
recovery options, the researchers were able to explain the influence of increased opportunities
on graduation rates. Schools require students to pass specific courses for students to earn their
diplomas, and this research offers educators a promising alternative to promote graduation
through completing courses online.
How does this work neglect to address the problem or topic of your proposed study?
This study discusses implementing online credit recovery courses to address course failures
but does not address administrative policies or leadership decisions that caused schools to use
these online resources. I want to focus on what decisions leaders make that can impact student
success related to graduation, and this does not address any leadership decisions or any student
factors that may influence success in online courses, such as grade retention.
What evidence does the article present regarding the problem or topic of your proposed study?
Evidence from this research predicted that students who complete online credit recovery
courses are more likely to graduate from high school. Minority students and students with
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disabilities were also shown to have a higher graduation rate when completing an online credit
recovery course as compared to re-taking the course face to face.
How does this article relate to your study?
This article relates to my study as it provides evidence for proposed interventions to improve
graduation rates through repeating courses online. My school currently uses online credit
recovery courses to encourage students to recover their credits so they can continue to meet
graduation requirements on time. This research shows that while online credit recovery
courses may help students earn their high school diploma, they may not experience the same
kind of learning compared to completing the course in person. Although the goal is for all
students to earn a diploma to provide them with more opportunities, we still want learning to
occur to prepare them for college and the workforce.
Include two quotes containing key information you may want to use in your literature review.
Use correct formatting. Note: Literature reviews include very few, if any, quotes.
“Since OCR is an intervention for students who fail courses, racially minoritized students and
economically disadvantaged students are likely overrepresented in these courses compared to
their enrollment in the school” (Viano & Henry, 2024, p. 219).
“OCR students are predicted to be more likely to pass previously failed courses than F2F
students across all subjects, especially for non-ED and Black students” (Viano & Henry, 2024,
p. 246).
Identify resources cited in the article that may be useful to find, access, and read.
Bowers, A. J. (2010). Grades and graduation: A longitudinal risk perspective to identify
student dropouts.The Journal of Educational Research,103(3), 191–207.
https://go.openathens.net/redirector/liberty.edu?url=https://www.proquest.com/
scholarly-journals/grades-graduation-longitudinal-risk-perspective/docview/
746517644/se-2?accountid=12085
Heinrich, C. J., & Darling-Aduana, J. (2021). Does online course-taking increase high school
completion and open pathways to postsecondary education opportunities? Educational
Evaluation and Policy Analysis., 43(3), 367–390.
https://doi.org/10.3102/0162373721993485
Article #3
SCHOLARLY WORKS SYNTHESIS 8
Individual Scholarly Works Template (1,000-word minimum for this section)
Insert correctly formatted reference and link to the scholarly peer-reviewed work below.
Horanicova, S., Husarova, D., Madarasova Geckova, A., Lackova Rebicova, M., Sokolova, L.,
deWinter, A. F., & Reijneveld, S. (2024). Adolescents' wellbeing at school: What helps
and what hinders them from feeling safe and satisfied?:International Journal of Public
Health,:69, 1607244. https://doi.org/10.3389/ijph.2024.1607244
What is the theoretical or conceptual framework, if presented?
The conceptual framework of this research concerns the psychological, cognitive, social, and
physical components necessary for students to feel safe and satisfied in their school
environment. Previous research highlights the importance of having positive school
experiences related to academic outcomes and further development.
What are the major topics presented?
The major topics relate to the connection between student well-being and academic
performance. Students may experience challenges when there are threats to their safety and
well-being at school. The research focused on the influence of creating a safe and encouraging
school environment that aligns with helping students achieve their goals. This article
highlights the importance of positive relationships, experiences, and self-efficacy for students.
Which words and/or authors are repeated often?
Some words that were repeated often were satisfaction, well-being, academic performance,
myself, relationships, and school.
What were the data collection methods used?
Forty-five students in their first year of high school participated in this study with consent
from their high schools and parents. The average age of participants was 14 years old. Data
was collected via emailed semi-structured online group interviews. Interviewees were asked to
provide demographics and complete a questionnaire about their attitudes towards school and
education. After the initial information was collected, eleven group interviews were conducted
online. The research was done during the COVID-19 pandemic, and each recorded interview
was approximately 60 minutes long. Questions were based on a topic guide, including why
children may or may not like school, why students struggle in school, how they know teachers
care about them, how to create a safe school environment, and how to use time effectively in
school.
What were data analysis methods used?
Researchers transcribed the data from the interviews verbatim and checked transcripts to
ensure the accuracy of responses. All five research team members coded each transcript
individually to identify themes and then met to reach a consensus before thematic analysis.
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The researchers assessed the main themes that helped and hindered adolescents' school
performance using thematic analysis based on research from Braun and Clarke (2006). This
analysis included the creation of themes and subthemes related to the interview responses.
What are the results of the study?
The three main themes influencing well-being, safety, and satisfaction at school were school,
myself, and relationships. Subthemes included organization at school, how issues are dealt
with, and threats at school. Others related to discouraging factors, coping skills, teacher
relationships, and peer relationships. The results included responses from 45 students enrolled
in middle or secondary school, where most students said they enjoyed school and cared about
their education. About 33% of participants reported that they knew education was important,
but they did not enjoy attending school.
What are the strengths of the article?
A strength of this article is the details gained from different student perspectives regarding
their well-being related to the school environment. Students expanded on their feelings related
to issues they were having at school and what they believed the school could do to resolve
their problems. Another strength of this study was that it was qualitative and allowed students
to address their perspectives on their school environments. Students felt comfortable with the
researchers and could explain how their personal beliefs about school, the school itself, and the
relationships with peers and teachers impact their educational experiences. This research
supported previous findings on building relationships to help students feel secure at school.
Students' firsthand accounts gave insight into the relationships built with teachers, as students
recognized differences between teachers who respected them and teachers who did not treat
them appropriately.
What are the limitations of the article?
A limitation of this article is the small sample size and mostly female population being
interviewed. A group interview can be intimidating for some, so not having a chance to be
interviewed individually may miss specific instances of student issues. This research was done
during COVID-19 when students were isolated and did not have access to peer or teacher
interaction. This could have influenced their answers, as online learning vastly differs from in-
person learning.
How does this article address the problem or topic of your proposed study?
This article reflects on the importance of student well-being, school environment, and
relationships for success. Students in this study reflected on their comfort level with teachers
and peers, which can influence their attitudes about school and learning. My study is focused
on improving high school graduation rates, and previous research highlights the importance of
connectedness and belonging to student success. Student-teacher relationships are vital to
creating a positive school environment, and this study supports the need for students to feel
cared for and supported by their teachers.
How does this work neglect to address the problem or topic of your proposed study?
This research does not directly discuss the importance of well-being, safety, and satisfaction in
SCHOLARLY WORKS SYNTHESIS 10
determining graduation rates. Academic achievement is concerned, but the focus is more on
the school environment and relationships that allow students to feel comfortable and satisfied.
What evidence does the article present regarding the problem or topic of your proposed study?
This research provides evidence based on qualitative interviews with students who explored
their thoughts and feelings related to their well-being at school. The results showed that
students consider their relationships to be an integral part of their educational experience, as
they help them create a sense of belonging and promote resiliency. The quality of support they
receive can directly be related to engagement in this research, as student interviews indicated
that when they felt safe at school, they could cope with stressors and have improved school
outcomes.
How does this article otherwise relate to your study?
This research focused on interviewing students based on their personal experiences. This is an
approach I would like to use when implementing my research. The semi-structured interviews
allowed students to focus their thoughts and ideas but allowed them to discuss positive and
negative aspects of their life at school.
Include two quotes containing key information you may want to use in your literature review.
Use correct formatting. Note: Literature reviews include very few, if any, quotes.
“Schools represent an environment where adolescents spend a significant amount of their time
gaining new knowledge and academic skills and where they experience significant social
encounters as well as a place for building their resilience to inequality and developing future
aspirations” (Horanicova et al., 2024, p. 2).
“Our results show that school-based daily routine, available social support, and embedding
within a community strengthen adolescents’ resilience resources, while difficult adaptation
and too much pressure and demands at school lead to discouragements” (Horanicova et al.,
2024, p. 5).
Identify resources cited in the article that may be useful to find, access, and read.
Clarke, T. (2020). Children’s wellbeing and academic achievement: The dangerous
discourse of ‘trade-offs’ in education. Theory and Research in Education, 18(3), 263–
294. https://doi.org/10.1177/1477878520980197
Lombardi, E., Traficante, D., Bettoni, R., Offredi, I., Giorgetti, M., & Vernice, M. (2019). The
impact of school climate on well-being experience and school engagement: A study
with high-school students.:Frontiers in Psychology,:10, 2482.
SCHOLARLY WORKS SYNTHESIS 11
https://doi.org/10.3389/fpsyg.2019.02482
Article #4
Individual Scholarly Works Template (1,000-word minimum for this section)
Insert correctly formatted reference and link to the scholarly peer-reviewed work below.
Marshall, D. T. (2022). Course grades as actionable early warning indicators: Predicting high
school graduation in an urban school district.:Preventing School
Failure: Alternative Education for Children and Youth,:66(3), 206–213.
https://doi.org/10.1080/1045988X.2022.2028715
What is the theoretical or conceptual framework, if presented?
The conceptual framework of this study is related to the influences of student- and school-
level predictors on student achievement and graduation. The predictors were centered around
student predictors, such as the influence of grades, attendance, and behavior on graduate rates
and the impact of the school environment on graduation rates. This study explored the concept
of negative student behaviors, including poor grades, on future academic outcomes.
What are the major topics presented?
This research focused on early warning indicators for students, such as attendance and grades,
to predict their future outcomes and high school graduation. Based on the data collected,
predictive models were generated to predict graduation rates for eighth and ninth grade
students in this study. The researchers focused on the impact of grades, specifically in ninth
grade, on future student success. The researchers measured course failures in terms of failing
courses for the year or failing multiple semesters in the same subject.
Which words and/or authors are repeated often?
Repeated words frequently included early warning indicators, school performance, attendance,
behavior, grades, and dropout.
What were the data collection methods used?
This research collected data from a school district with approximately 32,000 students
enrolled. Researchers were given access to school and district data. Data was collected from
two cohorts of students to predict their high school graduation status. This study's sample size
was 2,773, and the data collected included information regarding demographics, free-and-
reduced lunch status, and age.
What were data analysis methods used?
The data was analyzed using a multilevel logistical regression. Student data from eighth and
SCHOLARLY WORKS SYNTHESIS 12
ninth grades were analyzed separately to monitor their specific outcomes. The data was
analyzed using three models: demographic information, early warning indicators, and school-
wide predictors.
What are the results of the study?
The study's results for the eighth-grade students indicated that students who were male, over
the age limit for their grade, and eligible for free and reduced lunch were significantly less
likely to graduate. Students who attended more than one school during middle school were
also found to have a lower chance of graduating. All early warning indicators were significant
in the results, as students' low grades, poor attendance, and suspensions significantly reduced
their chances of graduating from high school. Similar results were reported for students in the
ninth grade, as all early warning indicators were significantly related to adverse school
outcomes. The results showed that school-wide predictors did not affect graduation rates.
What are the strengths of the article?
The strength of this article is the consistent results seen from eighth and ninth grade students.
Early warning signs indicate student lack of progression, and the article offers insight into the
importance of identifying struggling students early on so interventions can be provided. The
multilevel regression allowed several models to be tested and compared, as the researchers
wanted to study the impact of different variables across grade levels.
What are the limitations of the article?
A limitation of this study is that it used a single school district with a transient population. It
also focused on students entering eighth and ninth grade and predicted their outcomes related
to grades and high school graduation. Another limitation is that this study solely focused on
data given by the administration from a single school district. Students who were originally in
the study and may have moved or dropped out may not have been accounted for. This school
district offered five pathways to a high school diploma, and all students who graduated in four
years, regardless of diploma path, were considered graduates. It would be crucial to explore
the different pathways in future research as specific diploma tracks may have various results
based on student populations.
How does this article address the problem or topic of your proposed study?
This article addresses the impact of student indicators for future success on high school
graduation rates. I want to focus on the effects of attendance, behavior, grades, and retention
on high school graduation rates, so this provides evidence of what causes students to become
off track. Students who exhibit negative behaviors early on in school often meet the criteria for
being at risk for dropping out, and this article provides support that these students can be
identified as early as in the eighth or ninth grade.
How does this work neglect to address the problem or topic of your proposed study?
This study focuses on predicting student outcomes as they enter high school and does not
provide evidence for successful interventions to promote student success. The data identified
students at risk for dropping out of high school, but the research was limited to early grades in
high school.
SCHOLARLY WORKS SYNTHESIS 13
What evidence does the article present regarding the problem or topic of your proposed study?
This article provides evidence that early warning signs such as low grades, poor attendance,
school suspensions, and school transfers negatively impact high school graduation rates. The
results were statistically significant and predicted educational outcomes based on data
collected from the high school studied. The early warning indicator of passing grades showed
that students who passed English tripled their ability to graduate on time compared to those
who failed at least one semester. Math grades were also a predictor of graduation rate as
students who passed their math courses doubled their chances of graduating from high school.
How does this article otherwise relate to your study?
This study also used English-language learner data in its demographic reporting. The authors
explained that previous research on school-wide English language learner status has reported
no significant evidence that this influences on-time graduation. Since this is a growing
population at my school, it was interesting to see the impact of English as a second language
on graduation rates.
Include two quotes containing key information you may want to use in your literature review.
Use correct formatting. Note: Literature reviews include very few, if any, quotes.
“Some students described academic struggles as a reason for their decision to drop out,
indicating a realization that they had crossed a point of no return and that there was little hope
of catching up and completing school” (Marshall, 2022, p. 207).
“If a school were to implement an EWI using this treatment of course grades, students who
earned a D or F in the first marking period of eighth-grade English could be identified, and
interventions could be employed to help get them back on track” (Marshall, 2022, p. 210).
Identify resources cited in the article that may be useful to find, access, and read.
Mac Iver, M. A., & Messel, M. (2013). The ABCs of keeping on track to graduation: Research
findings from Baltimore. Journal of Education for Students Placed at Risk., 18(1), 50–
67. https://doi.org/10.1080/10824669.2013.745207
Neild, R. C., Stoner-Eby, S., & Furstenberg, F. (2008). Connecting entrance and departure:
The transition to ninth grade and high school dropout. Education and Urban Society
40(5), 543–569. https://doi.org/10.1177/0013124508316438
SCHOLARLY WORKS SYNTHESIS 14
For the template that follows, DO NOT write, “According to the articles, …” since that is not
how you will write your literature review. Rather, you should make a comparison by using in-
text citations. For example, you might state, “According to Smith et al. (2024), …”
Comparative Scholarly Works Template
Insert the correctly formatted reference and link to the first scholarly work.
Mariano, L. T., Martorell, P., & Berglund, T. (2024). The effects of grade retention on high
school outcomes: Evidence from New York City schools.:Journal of Research on
Educational Effectiveness, 1–31. https://doi.org/10.1080/19345747.2023.2287607
Insert the correctly formatted reference and link to the second scholarly work.
Viano, S., & Henry, G. T. (2024). Online credit recovery as an intervention for high school
students who fail courses. Educational Policy, 38(1), 218–253.
https://doi.org/10.1177/08959048231153597
Insert the correctly formatted reference and link to the third scholarly work.
Horanicova, S., Husarova, D., Madarasova Geckova, A., Lackova Rebicova, M., Sokolova, L.,
deWinter, A. F., & Reijneveld, S. (2024). Adolescents' wellbeing at school: What helps
and what hinders them from feeling safe and satisfied?:International Journal of Public
Health,:69, 1607244. https://doi.org/10.3389/ijph.2024.1607244
Insert the correctly formatted reference and link to the fourth scholarly work.
Marshall, D. T. (2022). Course grades as actionable early warning indicators: Predicting high
school graduation in an urban school district.:Preventing School
Failure: Alternative Education for Children and Youth,:66(3), 206–213.
https://doi.org/10.1080/1045988X.2022.2028715
What do the results/findings of these articles have in common? Write four sentences that
demonstrate a synthesis of the information in the four articles. Include in-text citations. Do not
refer to the “articles” themselves; you should refer to the researchers.
Marshall (2022) found that a positive school climate and school-wide academic performance
SCHOLARLY WORKS SYNTHESIS 15
improved high school graduation rates. Similarly, Horanicova et al. (2024) explained that well-
being at school is tied to a supportive school environment that encourages positive
relationships, improving course grades and persistence through school. This supports previous
research that grade retention can cause students to feel isolated and lack peer or staff support
to help them progress through high school successfully (Mariano et al., 2024). While students
who fail courses may be off track for high school graduation, at-risk students who receive
intervention and support are more likely to graduate (Viano & Henry, 2024).
How are the results/findings of these four articles different? Write four sentences that
demonstrate a synthesis of the four articles. Include in-text citations. Do not refer to the
“articles” themselves, but you should refer to the researchers.
While students could recover coursework to increase their chances of earning a high school
diploma, there is a question of how much learning took place through online courses (Viano &
Henry, 2024). Students who fail courses are typically retained, and once students are off-track,
repeating courses does not often benefit them (Marino et al., 2024). Students who fail courses
in middle grades provide an early indicator that these students may become potential high
school dropouts, but attendance and behavior have just as much an impact on graduation rates
as course grades (Marshall, 2022). Despite the opportunities that academics offer for students,
if they do not feel safe and satisfied in their environment, they are less likely to earn their high
school diploma, as their negative experiences may lead to low grades, poor attendance, and
behavioral issues (Horanicova et al., 2024)
How does the information in the four sources relate to your proposed study?
These four sources relate to my proposed study by providing evidence of the importance of the
school environment, retention policies, access to online resources, and early warning signs on
educational attainment and high school graduation rates. These sources focus on providing
interventions at the school level and identify resources that can benefit all students in
achieving success in high school. Social-emotional well-being, access to alternative forms of
education, and academic persistence are all vital for student success. The research presented in
these studies supports the need for early interventions for students who become off-track for
graduation, as having a high school diploma increases students’ ability to contribute to society.
It is crucial to their success to have these opportunities.
SCHOLARLY WORKS SYNTHESIS 16
References
Horanicova, S., Husarova, D., Madarasova Geckova, A., Lackova Rebicova, M., Sokolova, L.,
deWinter, A. F., & Reijneveld, S. (2024). Adolescents' wellbeing at school: What helps
and what hinders them from feeling safe and satisfied?:International Journal of Public
Health,:69, 1607244. https://doi.org/10.3389/ijph.2024.1607244
Mariano, L. T., Martorell, P., & Berglund, T. (2024). The effects of grade retention on high
school outcomes: Evidence from New York City schools.:Journal of Research on
Educational Effectiveness, 1–31. https://doi.org/10.1080/19345747.2023.2287607
Marshall, D. T. (2022). Course grades as actionable early warning indicators: predicting high
school graduation in an urban school district.:Preventing School
Failure: Alternative Education for Children and Youth,:66(3), 206–213.
https://doi.org/10.1080/1045988X.2022.2028715
Viano, S., & Henry, G. T. (2024). Online credit recovery as an intervention for high school
students who fail courses. Educational Policy, 38(1), 218–253.
https://doi.org/10.1177/08959048231153597
