Best Practice Program for Low-Income African American Students Transitioning from Middle to High School

Abstract

On the basis of systematic evaluation of three program databases, totaling 246 programs, this article provides a discussion on a best practice program for low-income African American students transitioning from middle school to high school in urban school settings. The main research question was "Of the programs touted as best practice, is there one that could produce positive middle school transition outcomes for low-income African American students in urban school settings?" To allow for the examination of as many programs as possible that targeted African American students, no subcategories of African American students were made, for example, low income. Using specific exclusion criteria, the author chose four programs as best practice (School Transitional Environmental Program [STEP]; Skills, Opportunity, and Recognition; Positive Action through Holistic Education; and Fast Track). These four programs were further evaluated with an eight-point inclusion criteria. The results suggested that STEP was the best best practice program, from those examined, for working with low-income African American transitioning from middle school to high school.

Evaluation of a Truancy Diversion Program at Nine at-Risk Middle Schools

“…This result is consistent with findings of increased academic achievement following multidisciplinary truancy interventions (Smyth, ; Wilkins, ). Gentle‐Genitty () indicated that tutoring may increase a student's connection to school and thus decrease the likelihood of missing or leaving school. Many youth in the TDP reported that academic assistance and/or tutoring was the most helpful component of the program.…”

Teacher collaboration and instructional program coherence across the transition to high school

“…In fact, Dupéré et al (2018) found that approximately 40% of students who dropped out did so when they were recently exposed to at least one event considered moderately or severely stressful. The transition to high school could be considered a stressful event, as it is a key point when academic, contextual, social, and personal trajectories meet and make it difficult for students to overcome its trials and emotional strain Gentle-Genitty, 2009). Youngman (1986) stated that in 1986, 10% of British students suffer serious problems after they enter high school.…”

“…Structure and context. Upon arriving to high school students must navigate a larger school with a new layout and a greater, more diverse population (Felmee et al, 2018, Gentle-Genitty, 2009. In addition, they must adapt to new schedules, class expectations and procedures through developing skills like organization and time management .…”

“…When academic values and beliefs are challenged by struggles, students are more susceptible to have their needs gratified by peers and social desirability through this transition. , Gentle-Genitty, 2009.…”

“…Coinciding with the transition to high school are the personal life-course changes that occur for adolescents at this age . Many students are hitting puberty and experiencing the physical, psychological, and cognitive changes it manifests (Gentle-Genitty, 2009). Potential stress and anxiety can stem from a student's emerging cognitive capacity when they struggle to adjust to high school .…”