A Longitudinal Examination of the Transition into Senior High School for Adolescents from Urban, Low‐Income Status, and Predominantly Minority Backgrounds

Abstract

The current 6-year study investigates the impact of the elementary (K-8)-to-high school (9-12) transition on the school completion outcomes of 107 adolescents from urban, minority, low-income status backgrounds. Descriptive findings provide a longitudinal profile of students' enrollment status throughout high school. Students who had graduated or were Active in the school system at the end of the study evidenced more marked change in perceptions of social support following the transition to the ninth grade compared to Inactive students, dropouts, who evidenced little change. With respect to academic performance, while both groups evidenced declines following the transition and failed to recover sustained losses, Inactive students declined more sharply in grades and attendance. Findings are discussed in terms of the mixed support for the transitional life events perspective. In addition, study limitations and directions for future research are discussed, including variables that should be considered in research with the targeted group.

A Qualitative Exploration of the Transition Experience of Students from a High School to a Senior High School in Rural Western Australia

“…Alspaugh's (1998), Feiner et al 's (1981 and Crockett et al 's (1989) studies (outlined previously) all reported declines in students' MMA T scores, GP A, and end of year grades for students making middle and high school transitions. These findings have been supported by other researchers (Alspaugh, 1998;Barone et al, 1991;Crockett et al, 1989;Feiner et al, 1981;Isakson & Jarvis, 1999;Ratelle et al, 2004;Reyes et al, 2000). Barone et al (1991) investigated the middle to high school transition for 82 students.…”

“…In conclusion the review will provide a summary of the research limitations and suggestions for future research. It appears that transition research has focused primarily on American, metropolitan schools, and students undergoing the elementary to middle school transition at approximately 11 years old (Alspaugh, 1998;Barone et al, 1991;Blyth, Simmons, & Bush, 1978;Blyth et al, 1983;Cotterell, 1992;Crockett et al, 1989;Feiner et al, 1981;Hirsch & DuBois, 1992;Hirsch & Rapkin, 1987;Isakson & Jarvis, 1999;Reyes et al, 2000;Schiller, 1999). Furthermore, quantitative methodologies have predominantly been utilised (Alspaugh, 1998;Barone et al, 1991;Blyth et al, 1978;Blyth et al, 1983;Cotterell, 1992;Crockett et al, 1989;Feiner et al, 1981;Hirsch & DuBois, 1992;Hirsch & Rapkin, 1987;Isakson & Jarvis, 1999;Reyes et al, 2000;Schiller, 1999), providing useful information on the effects of school transitions but not on the qualitative experience from the students' perspectives (Brown & Armstrong, 1982;Johnstone, 2001Johnstone, , 2002Rowland, 2002;Yates, 1999).…”

“…Educational outcomes such as academic achievement and motivation are emphasised by schools (Bronfenbrenner, 1990;Catalano, Haggerty, Oesterle, Fleming, & Hawkins, 2004;Hahn, 1990;Rowland, 2002;Stumpers, 2002), and are therefore often thought to be the outcomes that matter the most. Academic achievement and motivation have been shown to decline over the school transition experience (Alspaugh, 1998;Barone et al, 1991;Crockett et al, 1989;Feiner et al, 1981;Isakson & Jarvis, 1999;Ratelle, Guay, Larose, & Senecal, 2004;Reyes et al, 2000). Characteristics of the individual (psychosocial adjustment, self-esteem, identity and psychological symptomatology) have also been examined (Akos & Galassi, 2004a;Alspaugh, 1998;Barone et al, 1991;Crockett et al, Adolescents and School Transitions 16 1989;Feiner et al, 1981;Hirsch & DuBois, 1992;Hirsch & Rapkin, 1987;Isakson & Jarvis, 1999;Kinney, 1993;Reyes et al, 2000).…”

“…School transition researchers have consistently reported a negative impact of school transitions on academic performance (Alspaugh, 1998;Barone et al, 1991;Crockett et al, 1989;Feiner et al, 1981;Isakson & Jarvis, 1999;Ratelle et al, 2004;Reyes et al, 2000). However, the affect of school transitions on other outcomes is uncertain.…”

Preparing to transition to secondary education: perceptions of Dutch pupils with migrant backgrounds

“…Gutman and Midgley 2000;Jindal-Snape and Foggie 2008;Newman et al 2000;Reyes et al 2000), less research has been conducted specifically on the perceptions of pupils in the final year of primary school (known as 'group 8' in the Dutch school system) on the preparatory process for the transition to secondary school (Akos and Galassi 2004;Ashton 2008;Tobbell and O'Donnell 2013), and especially on the preparatory process of pupils with a migrant background (Benner and Graham 2009;McGee et al 2003). The present small-scale qualitative study examines how Dutch pupils with a migrant background perceive and experience this preparatory process, and how they can be encouraged and supported in preparing for the transition to secondary education in the Dutch system (i.e.…”