The primary goal of this research is to explore the statistical relationship, if any, in grade drops between the first and second nine-week grading periods. Furthermore, the goal of this statistical analysis may provide: 1. A mechanism which may prove further the theoretical importance of social and psychological changes inherent in the adolescent as well as the teacher as accounting for such grade shifts; 2. A measurable indicator of possible changes in the intellectual, social, psychological and emotional climate of the classroom; 3. A subtle, valid observation which may allow teachers to adjust their teaching methods to enhance or suit student needs during this second marking period
