University of Southern California Dissertations and Theses

Promising practices of school site administrators within established ninth‐grade transition programs at large high schools

(USC Thesis Other)

Promising practices of school site administrators within established ninth‐grade transition programs at large high schools

PDF

Download a page range

Download transcript

Copy asset link

Request this asset

Transcript (if available)

Content Running head: PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 1
PROMISING PRACTICES OF SCHOOL SITE ADMINISTRATORS WITHIN
ESTABLISHED NINTH-GRADE TRANSITION PROGRAMS AT
LARGE HIGH SCHOOLS
by
Tanaz Farzad
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2014
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 2
Dedication
To my parents, who I know are incredibly proud of the hard work and dedication
behind completing this degree; and to all the students whom I have ever had the plea-
sure of working with—past, present, and future.
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 3
Acknowledgments
This journey has been tremendously inspirational, both personally and profes-
sionally. I am grateful to the many people who have supported, encouraged, and
cheered for me over the past 3 years as I pursued my Doctor of Education degree and
undertook the task of researching and writing this dissertation. I owe a great deal to the
following individuals:
• My family and closest friends (they know who they are) who gently
reminded me to not procrastinate on my commitment to this endeavor.
• My colleagues in the Redondo Beach Unified School District, who have
been so supportive in my professional growth and many of whom I am proud
to call true friends.
• Dr. Rudy Castruita, who not only encouraged and pushed me as an educator
during my first doctoral course at USC but also remains a mentor for myself
as well as many other students.
• Dr. Erin Craig, Dr. Cheli Nye, and Dr. Jennifer Panagos, my cherished Ed.D.
friends with whom I have bonded with for life, for always supporting me in
whatever personal, academic, and professional pursuits I choose. This jour-
ney would not have been the same without them.
• Finally, my dissertation committee members—Chairperson Dr. Rudy Cas-
truita, Dr. Pedro Garcia, and Dr. Michael Escalante—for their time, assis-
tance, and encouragement along the way.
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 4
Table of Contents
Dedication 2
Acknowledgments 3
List of Tables 6
List of Figures 7
Abstract 8
Chapter 1: Overview of the Study 10
Background of the Problem 11
Statement of the Problem 13
Purpose of the Study 14
Research Questions 14
Significance of the Study 15
Assumptions, Limitations, and Delimitations 16
Assumptions 16
Limitations 16
Delimitations 17
Definition of Terms 17
Organization of the Study 18
Chapter 2: Review of the Literature 19
Introduction to Transition 19
Significance of Transition From Middle to High School 21
Consequences of Poor Student Transition 22
Effectiveness of Positive Student Transition 24
Ninth-Grade Transition and Low Academic Achievement 25
The Importance of School Connectedness 29
High School Transition Programs 31
Theoretical Foundations 31
Components of Transition Programs 33
Transition Program Models 36
Site Leadership and Transition Programs 40
Leadership of Administrators 42
Leadership of Teachers 45
Leadership of Counselors 46
Peer Mentoring and Student Leadership 48
Conclusion 50
Chapter 3: Research Methodology 53
Restatement of Problem, Purpose, and Research Questions 53
Design Summary 54
Participants and Setting 55
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 5
Instrumentation 56
Interview Protocol 56
Observation Protocol 58
Data Collection Procedures 60
Data Analysis 61
Validity Concerns 62
Ethnical Considerations 62
Summary 64
Chapter 4: The Findings 65
Purpose Restated 66
Qualitative Demographic Data 67
Research Question 1 70
Research Question 2 74
Research Question 3 78
Research Question 4 83
Summary 88
Chapter 5: Summary, Recommendations, and Conclusions 90
Summary 91
Statement of the Problem 91
Purpose of the Study Restated 93
Literature Review 93
Summary of Methodology 96
Key Findings 97
Recommendations for Future Research 99
Conclusions 100
References 102
Appendices
Appendix A: Administrator Interview Questions 113
Appendix B: Ninth-Grade Teacher Interview Questions 114
Appendix C: Observation Protocol 115
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 6
List of Tables
Table 1: Qualitative Interviews: Site Transition Program Model 73
Table 2: Qualitative Data: Critical Components of a Ninth-Grade
Transition Program 76
Table 3: Teachers’ Responses Regarding Promising Practices of
Administrators for Ninth-Grade Transition Program 81
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 7
List of Figures
Figure 1: Research design chart 63
Figure 2: Triangulation of findings 64
Figure 3: Data summary of participating comprehensive high school sites 68
Figure 4: Qualitative data: Administrator profiles 69
Figure 5: Qualitative interviews: Administrators’ responses to top three
promising practices 85
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 8
Abstract
While there is considerable research on the importance of proper transition from
middle to high school, the research is more limited as to what leadership strategies are
needed from school site leaders and what components of a transition program are
critical for student success. However, there is a significant body of research that sug-
gests that high schools that implement a thorough transition program for their incoming
ninth-grade students, including solid leadership and a positive, supportive school
culture, show an increase in student achievement and school connectedness. The
primary purpose of this qualitative study was to research and identify the promising
practices of school site leaders at large high schools that implement a successful
ninth-grade transition program. The secondary purpose was to understand what encom-
passes a successful high school transition program and the role of site administration
within the program implementation.
The qualitative data included interviews and observations conducted at three
large high schools in southern California. Interviews were conducted with ninth-grade
teachers, transition program coordinators, and administrators at each school site. By
understanding the involvement and successful strategies of leaders within successful
freshmen transition programs, current and aspiring leaders can benefit from these best
practices. In addition, high school administrators seeing an achievement gap in ninth-
grade students might be empowered to more fully support the implementation of fresh-
men transition programs. Promising practices of school site leaders that were evident
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 9
from the data gathered were identified and discussed, along with implications for prac-
titioners and recommendations for future studies.
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 10
Chapter 1
Overview of the Study
At the launch of each school year, high schools across the country are faced with
the challenge and duty of ensuring that ninth-grade students transition from middle to
high school successfully and with ease. While this transition is easy for some students,
without a formal process being in place for them, the outcomes can be devastating. In
order to effectively meet the needs of the many changes that students face when entering
ninth grade, large high schools have turned to organized and systematic freshmen
transition programs to help ease the daunting process of starting high school. These
programs help students develop a sense of belonging, teach skills on academic success,
and help build relationships among peers and adults on campus (Langenkamp, 1999).
A student’s ninth-grade year can be one of the most crucial indicators for future
academic success. These ninth-grade experiences can determine whether a student will
continue throughout the 4 years of high school and achieve college and career readiness
or will join the national dropout statistics (Bottoms, 2004). According to Bridgeland,
Dilulio, and Morison (2006), 45% of high school dropouts reported that they entered
ninth grade unprepared for the rigorous studies that high school curriculum presents. In
addition, students who are unprepared for high school and fail core academic courses in
their ninth-grade year are far less likely to graduate and earn a diploma. Once this sense
of failure begins, many students find no reason to actually attend school. More than one
failing grade in a core academic course at the end of a student’s 1st semester is a clear
indicator that the student is not on track to graduate (Allensworth & Easton, 2005).
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 11
There is no excitement in learning, no goal for future work or studies and no connec-
tions to adults on campus to serve as mentors or advisors (Bottoms, 2004).
Researchers have found that creating a personalized feeling of high school
transition for the developmentally unique ninth grader can lead to academic success
(Klem & Connell, 2004). High schools tend to be large and bureaucratic, thus leading
to a lack of a sense of belonging and depersonalization (Lee & Smith, 2001). With the
given data, school administrators and teachers face an even tougher challenge of prepar-
ing students for this critical year in their high school careers. The bottom line to this
problem was clearly stated by Black (2004), who noted that without proper intervention
and solutions strategies, the ninth grade would “continue to drift” and “mirror the worst
of outmoded high school practices that do little to foster positive learning for all stu-
dents” (p. 43).
Much research has been conducted in an effort to find proper successful compo-
nents of ninth-grade transition programs and systems to reduce the rough 1st year of
high school that most students experience when transitioning into the ninth grade, but
how critical is the role of school site leaders in this implementation? There has been
little research published on promising practices employed by school site leaders and
their role within these ninth-grade transition programs that have demonstrated success
among ninth-grade students.
Background of the Problem
As a result of the No Child Left Behind Act of 2001 (NCLB; 2002), high
schools throughout the United States have become increasingly accountable for their
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 12
student graduation rates and the vision that all students will be college and career ready
upon graduation (Roy & Mishel, 2008). While students in the United States have a
variety of reasons for dropping out of high school, research has shown that there may be
a deeper root to this national epidemic (Alspaugh, 2000). In order to address this
problem, high school campuses and school districts across the nation have looked to
school reform to become more innovative and cutting edge when it comes to reaching
all students and ensuring their academic success. Out of these reforms has blossomed
the concept of designing transition programs, some complete with specific curriculum
and definition of roles and responsibilities for the adults working with these students.
For many adolescents, the transition to high school is a milestone both academi-
cally and socially. Studies done by Akos and Galassi (2004b) and Letrello and Miles
(2003) surveyed ninth-grade students and found that after entering high school, students
felt the higher sense of expectation that comes with the sacrifice of a social life, adjust-
ing to the freedom of choices available to them, as well as the demands of learning time
management skills. As students struggle to find their identity, they are more likely to
engage in conflict with peers, parents, and adult authority around them (Arnett, 1999).
Often this struggle leads to a drop in attendance, academic performance, and an overall
disconnect with school. Studies have shown that this number has slowly seen an in-
crease in the last century, beginning with only 5% failure rates in the mid-1970s and
rising to 10% in the 1990s. The failure rate in Grade 9 is 3–5 times higher than any
other grade. In order to meet the needs of these ninth-grade students, more elaborate
transition programs must be in place to ensure student success (Legters & Kerr, 2001).
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 13
Ganeson and Ehrich (2009) stated that often high school students enter the ninth
grade with external risk factors that make reaching high school graduation difficult.
These factors may include risks that cannot be controlled by programs and/or services
that the school can provide, yet transition programs help eliminate these risk factors that
school administration may not be aware of (Rost & Royer, 1999).
Statement of the Problem
Students’ experiences during their ninth-grade year of high school often deter-
mine the rest of their high school career (Black, 2004). Studies have also shown that
more students fail their ninth-grade year more often than any other grade in high school
(National Assessment of Educational Progress [NAEP], 2006). During transition years,
students are expected to take on more responsibility for managing their own time, and
greater autonomy is expected as students advance from one grade level to another. A
student’s motivation typically sinks deeper into deterioration during the transition to the
middle grades due to instructional practices, social groupings, comparisons, lower
levels of teacher contact, and a new environment (Dembo & Eaton, 2000).
Much research has been conducted in an effort to find proper successful transi-
tion programs, systems, and organization in an effort to reduce the challenges that the
1st year of high school brings for most students when transitioning into the ninth grade.
Student transition directly affects a student’s sense of belonging, self-esteem, and self-
actualization. When students are in a familiar environment and have adult support, they
can be perceived to be much more balanced and successful (Seidman, Allen, Aber,
Mitchell, & Feinman, 1994).
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 14
The aim of this study is to explore the leadership strategies and practices of
school leaders who are involved with successful freshmen transition programs that
demonstrate an increase in ninth-grade student achievement. By understanding the
involvement and successful strategies of leaders within successful freshmen transition
programs, current and aspiring leaders can benefit from these best practices. In addi-
tion, high school administrators seeing an achievement gap in ninth-grade students
might be empowered to more fully support the implementation of freshmen transition
programs.
Purpose of the Study
The purpose of this study consists of two intertwined components. The primary
purpose of this study is to research and identify the promising practices of school site
leaders at large high schools that implement a successful ninth-grade transition pro-
gram. The secondary purpose is to understand what encompasses a successful high
school transition program and the role of site administration within the implementation
of the program.
Research Questions
To meet the purpose of the study, the following research questions were inves-
tigated:
1. What encompasses a freshmen transition program, and what types of pro-
grams are available to large high schools?
2. What do school site leaders see as critical components that lead to successful
transition programs?
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 15
3. What promising practices do ninth-grade teachers find effective in addressing
ninth-grade transition in high school?
4. What are the critical components of leadership evident in successful transi-
tion programs?
Significance of the Study
With high school dropout rates at their highest in the last decade, California
districts in low-income urban settings are seeing 40% of their ninth-grade students who
fail their freshmen year drop out after their 1st year of high school. (EPE Research
Center, 2010). Researchers have noted that the ninth grade is “a minefield for the most
vulnerable students” (Black, 2004, p. 42), especially those who become disengaged and
discouraged and who fail to develop strong bonds with teachers and their school. A rise
in this disengagement is noted especially in African American males.
Some schools in the country are seeing up an average of 45% of their ninth-
grade class failing, with tedious lessons, overcrowded classrooms, and indifferent
teachers among the factors found that diminished students’ attachment to school (Black,
2004) When students feel that their teachers and schools are uncaring and inhospitable,
the attachment is easily broken and adolescents find that school seems much more dif-
ficult and demanding than the demands of middle school. Students begin to become
concerned with how difficult classes are and how to manage their time while getting
involved in extracurricular activities; the pressure often becomes too much and conse-
quently they give up. Ninth graders report being less involved in school activities and
perceive the need for more school organization. At the same time, they also perceive
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 16
less support and monitoring from teachers and principals, and they generally like school
less than they did in middle school (Allensworth & Easton, 2005).
These types of huge achievement gaps should not be ignored as schools and
districts are held accountable for them under the federal accountability system known as
the NCLB of 2001 (U.S. Department of Education, 2011). Turning a blind eye to these
gaps most definitely impacts student achievement in a negative way and can lead to
more severe consequences (Black, 2004).
Assumptions, Limitations, and Delimitations
Assumptions
The assumptions that were made in this study were the following:
1. Active and visible school site leadership is essential to the success of a ninth-
grade transition program.
2. School site leaders would be able to identify and communicate leadership
qualities; and responses will be candid, truthful, and trustworthy.
3. The chosen procedures and methods being used would be appropriate.
4. The information that will be gathered would sufficiently address the research
questions.
Limitations
The limitations of this study are the following:
1. The validity of data being reliant upon the chosen instruments of measure-
ment,
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 17
2. The ability and willingness of school site leaders to provide accurate re-
sponses, and
3. The ability to gain access to multiple school site leaders and teachers.
Delimitations
The delimitations of this study are the following:
1. Geographic location, sample size, and time quantity;
2. High schools serving over 1,500 students in order to be considered a “large”
high school;
3. Interviews limited to schools that had had transition programs implemented
for over 2 years; and
4. Only high schools that achieved the 2012 Academic Performance Index
(API) targets.
Definition of Terms
Following are definitions of terms that are used throughout this study:
Achievement gap: A gap in academic performance between groups of students.
Dropout: A student who does not complete high school or does not earn a high
school diploma.
Ninth-grade transition program: A program designed for students transitioning
from middle school to high school, usually implemented to help students build self-
esteem and provide guidance and counseling goals by helping students develop educa-
tion and career plans (Alspaugh, 2000).
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 18
School belonging: A student’s feeling of acceptance from peers, teachers, and
administrators.
School connectedness: A student’s involvement with his or her school of atten-
dance and level of participation in school events, clubs, or extracurricular activities.
Social networks: A student’s group of friends or acquaintances whose opinions
are valued and sought.
School site leaders: Adults on campus who are actively involved in the day-to-
day functions of the school and make decisions that impact students.
Transition: The time when students physically change campuses to attend
another school upon promotion from the previous grade level.
Organization of the Study
This study is organized into five chapters, with the first chapter containing an
overview, context, and purpose of the study. A review of current literature on effective
leadership and successful ninth-grade high school transition programs is included in the
second chapter. The methodology for surveying and interviewing school site leaders at
various large high schools that are implementing a ninth-grade transition program is
outlined in Chapter 3. The data gathered through this process is addressed in Chapter 4.
The study concludes in Chapter 5 with a discussion of findings, implications, and
recommendations regarding promising practices of school site leaders within a success-
ful ninth-grade transition program at large high schools.
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 19
Chapter 2
Review of the Literature
Introduction to Transition
Tansition is an inescapable occurrence for students during their educational
journey from elementary school through high school. Transition is defined as the
process or period of changing from one state or condition to another (Caldwell, 2007).
During transition years, students are expected to take on more responsibility for manag-
ing their own time, and greater autonomy is anticipated as students advance from one
grade level to another. While many students make these transitions with little difficulty,
it is evident that for a significant number of middle school students, this period of
transition can be an unpleasant experience.
Decreasing the number of transitions is a goal for many educational experts.
Akso, Lim, Smith, and Wiley (2008) found that students who encounter fewer transi-
tions have significantly greater success in high school compared to students from the
same demographic backgrounds who experience more transitions. The study by Akso et
al. found a strong, positive correlation between social and academic concerns. For a
large percentage of students entering high school, the need to be socially accepted is
much greater than achievement of academic success. With fewer transitions, experts
(Alspaugh, 2000; Barber & Olsen, 2004) have felt that students would be given the
opportunity to spend more time on academics instead of seeking social connections.
Much research has been conducted in an effort to find proper transition pro-
grams, systems, and organization to reduce the rough 1st year of high school most
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 20
students experience when transitioning into the ninth grade. Alspaugh (2000) advo-
cated the significance of fewer transitions in education. Alspaugh (1998a) examined
school transitions in correlation to student achievement loss. The study compared three
groups of 16 school districts and shared the results of transitions from the three school
organization structures: middle school and high school student transition in specific
grades, the transition between elementary school into middle school, and the transition
from middle school into high school. Alspaugh (1998b) also examined data around
high school dropout rates associated with transition difficulties. Data from each sample
group were used and compared to achievement loss across the four core academic areas
in order to hypothesize the causes for achievement loss. Alspaugh (1998b) noted a
significant connection between the transition grade level and the grade level of dropping
out.
For students in larger school systems, transitions occur as many as five times
before high school graduation (Caldwell, 2007). By the time that students enter high
school after experiencing numerous transitions, achievement loss has occurred in the 1st
year for every transition (Chapman & Sawyer, 2001). Much of the 1st year at a new
school is spend on adjustment. With fewer transitions, students have the ability to cope
with issues within their established peer groups. When numerous transitions occur
during the school years, students are less likely to develop close-knit peer groups. With
supportive peer groups, students may feel more comfortable discussing personal issues
and exploring extracurricular activities, which are the most important functions of
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 21
social networks. Without close peer groups, students are forced into a perceived state of
independency and are uncomfortable in handling problems on their own.
Significance of Transition From Middle to High School
The transition from middle school to high school is a significant event for all
adolescents (Alspaugh, 1998a). This time period is typically associated with many
positive new beginnings both socially and academically. Students are introduced to
more choices in their academic studies, more independence in completing assignments,
exposure to more diverse peer groups, and the opportunity to participate in a variety of
extracurricular activities. Akos and Galassi (2004a) surveyed ninth-grade students and
identified the following as the most positive features of beginning high school: meeting
new people, having more freedom, and having greater lunch and extracurricular choices.
In a separate survey done by Letrello and Miles (2003), ninth-grade students indicated
that the high school facility was physically much larger and allowed them more freedom
to choose academics and school activities.
While transitioning to high school can be an exciting time for change, it can
often be overwhelming and confusing (Akos & Galassi, 2004a). Students need to learn
how to balance the pressures of home, school, peers and activities. Akos and Galassi
(2004) found that these pressures were common among students regardless of student
demographics and school location. Eighth graders are fearful of high school, especially
the physical size of the school, the older students, not being able to find classes, and not
having enough friends (Letrello & Miles, 2003): “Students expected high school would
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 22
be hard, that they wouldn’t see their friends, that they would have difficult classes and
difficult and demanding teachers” (p. 213).
The challenges that students feel they will have to face are directly linked to the
transition itself (Allen, 2001) in addition to their bodily changes, including physical,
emotional, and cognitive changes. At this time students are dealing with the struggle to
achieve their own personal identity and are more likely to engage in conflict with adult
authority (Arnett, 1999). Researchers have also suggested that the structure of a high
school does not fit with the needs of students at this age (Barber & Olsen, 2004). This
situation is due to the larger student population and physical environment and greater
teacher control of academic activities. Students often do not receive proper guidance
that they require to successfully establish their independence (Eccles et al., 1993).
Barber and Olsen (2004) found that upon transition to high school, students
reported less support from teachers and administrators, less monitoring by teachers and
counselors, and less autonomy in the classroom. Given the uncertainty of this period of
time for adolescents, along with the mismatch of the environment, it is not surprising
that the transition to high school is difficult to navigate.
Consequences of Poor Student Transition
As students enter high school, a smooth transition is an important factor to their
success. Research has indicated that when students do not have access to a program or
event that helps them adjust to a new environment, they will most likely experience
short- and long-term consequences as a result (Jacobs, 2012). While some students do
not struggle with transition, Ganeson and Ehrich (2009) found that other students
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 23
experience conflict with authority and do not deal well with the new rules and the adults
who enforce them. Students who have a hard time dealing with this new level of au-
thority spend the beginning of a new academic year experiencing behavior issues. As
these behavior concerns begin to multiply, students begin spending valuable time out of
the classroom and isolated from their peers, thus decreasing their time to build social
networks. They also spend less time building relationships with teachers on a personal
level—an act needed for academic success in transition years (Ganeson & Ehrich, 2009)
—and begin to view authority as an enemy. Students who suffer a poor transition not
only lose out on valuable knowledge that is attained in the first weeks of school but also
often miss out on opportunities to join extracurricular activities such as sports, clubs,
and other school-sponsored organizations (Mahoney & Cairns, 1997). While research
(Mahoney, Lord, & Carryl, 2005) has demonstrated the significance of extracurricular
activities in helping students to feel a sense of school connectedness and belonging,
these activities are also valuable ways for students to learn underlying curricula and
build important peer groups that are needed for social support (Brondino & Linney,
1993).
Poor student transitions have resulted in definite short-term effects that have
been well researched and documented; however, long-term effects are also significant.
Steele, Konrad, and Test (2005) recommended that the concern should be focused on
the long-term effects that students experience beyond high school. If a beneficial
transition program is not in place for students during their pivotal 1st year in high
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 24
school, the effects of the poor transition reside with students much longer than just that
year.
Due to the difficulty in transitioning to high school, students often fall behind
academically and do not graduate with a high school diploma (Alspaugh, 1998b).
While there are many other factors that affect whether students choose to graduate,
transition programs can help to eliminate many of the negative factors facing students
(Caldwell, 2007). Although many students who suffer poor transition in their ninth-
grade year still receive a high school diploma, they may have suffered consequences
that are not as obvious as dropping out of high school (Ganeson & Ehrich, 2009). Be-
cause some of these students were never able to adjust to high school, they may become
very uninterested in higher education or vocational programs for fear that they will
experience the same negative side effects.
Not only do the consequences of poor transition follow students for their 1st
year of high school, but also they can prevent students from obtaining a high school
diploma and seeking higher education. As further research is conducted on transition
programs for high school freshmen, improved programs are assisting students to have a
positive transition during their 1st year of high school.
Effectiveness of Positive Student Transition
Smith (1997) studied the effectiveness of high school transition on the academic
progress of students. From a sampling of nationwide schools, 30 eighth-grade students
were selected from 702 middle schools. To complete the study, Smith collected data on
these students 4 years after the year that they began eighth grade. An analysis of the
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 25
data showed that students who participated in full transition programs were more likely
to complete high school than students who did not. To ensure that other factors that
might lead to students dropping out of high school were eliminated, Smith took his
sampling of students from schools with high percentages of students who received free
and reduced-price lunch meal plans. He concluded that schools with an established
ninth-grade transition program were more likely to invite students to the high school for
orientation while they were still in middle school. Smith also found that 63% of the
schools with a transition program had their teachers discuss curriculum with eighth-
grade teachers, while only 14% of schools with no program had any type of articulation
meeting.
Adult support for students was the main difference that Smith (1997) found in
schools with transition programs and without transition programs. In total, Smith found
that schools with transition programs in place were more effective in getting students
acclimated to high school successfully with higher academic performance and lower
dropout rates.
Ninth-Grade Transition and Low Academic Achievement
As young adolescents transition into high school, many experience a decline in
academic performance and school attendance (Barone, Aguirre-Deandreis, & Trickett,
1999). Students begin to view themselves negatively, and the need for peer acceptance
rises (Hertzog, Morgan, Diamond, & Walker, 1996). Studies have shown that by the
end of students’ 10th-grade year, as many as 6% have dropped out of school (Owings &
Peng, 1992). A student’s motivation typically sinks deeper into deterioration during
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 26
transition to due to instructional practices, social groupings, comparisons, lower levels
of teacher contact, and a new environment (Dembo & Eaton, 2000).
Children entering schools today may live into the next century and will be
required to adapt to the ever-changing world around them. Students who have positive
transition experiences will have a better chance of academic success at the level of their
academic journey (Grillo, 2012). Paying attention to the transition of students as they
move from one grade to the next is even more important today due to the diversity that
constitutes the melting pot of the United States. As students transition to high school,
the environment becomes much more complex to navigate given the greater social and
academic demands (Roderick, 1993). Many ninth graders have a difficult time adjust-
ing to the high demands of high school, thereby resulting in lower grades, more disci-
plinary problems, higher retention rates, and feelings that they do not fit into the school
community (Blyth, Simmons, & Carlton-Ford, 1983; Hertzog et al., 1996).
Legters and Kerr (2001) argued that adolescence is an especially difficult time
for virtually all children: “At this time, children in their early teens begin the quest for
independence, yet they continue to need adult guidance and support” (p. 2). Adoles-
cents place great importance on independence and a sense of self-worth in connection
with the need for belonging and significant relationships with both peers and adults
(Legters & Kerr, 2001). With these tremendous changes and challenges, students often
give up on high school academics as they continue to see a lack of success in making
high school “work” (Black, 2004).
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 27
The nationwide average of students in ninth grade failing their freshmen courses
was 19% (Curran Neild, 2009). Studies have shown that this number has slowly seen
an increase in the last century, beginning with only 5% failure rates in the mid-1970s
and rising to 10% in the 1990s. The failure rate in Grade 9 is 3–5 times higher than any
other grade. With high school dropout rates at their highest, districts in urban, low-
income settings are seeing 40% of their ninth-grade students who fail their freshman
year drop out after their 1st year of high school (EPE Research Center, 2010). Accord-
ing to Black (2004), researchers have noted that the ninth grade is “a minefield for the
most vulnerable students” (p. 42), especially those who become disengaged and dis-
couraged and who fail to develop strong bonds with teachers and their school.
Schools in the United States are seeing an average of 45% of their ninth-grade
class failing due to tedious lessons, overcrowded classrooms, and indifferent teachers as
among the factors found that diminished students’ attachment to school (Black, 2004).
When students feel that their teachers and schools are uncaring and inhospitable, the
attachment is easily broken and adolescents find that school seems much more difficult
and demanding than the demands in middle school. As students begin to become con-
cerned with how difficult classes are and how to manage their time while getting in-
volved in extracurricular activities, the pressure often becomes too much and therefore
they give up. Ninth graders report being less involved in school activities and perceive
the need for more school organization; they also perceive less support and monitoring
from teachers and principals and generally like school less than they did in middle
school (Allensworth & Easton, 2005).
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 28
The second major issue that has risen due to the high ninth-grade failure rate is
not only the alarming statistical data but also the direct link between the failure rate in
ninth grade and high school dropout rates. A University of Chicago study showed that
most high school dropouts fail at least 25% of their ninth-grade courses, while only 8%
of high school graduates experienced the same difficulty (Allensworth & Easton, 2005).
In 2005, ninth-grade failure rates exceeded 10% nationwide, nine states had failure rates
exceeding 15%, and two states had a failure rates exceeding 20%. These statistics
lessen the probability that these students will complete high school (Barkley, 2007).
According to the NAEP (2006), less than one third of the students in eighth grade can
read and write with proficiency. In math, only 30% of students in eighth grade perform
at the proficient level, and nearly a third score below the basic level.
Ganeson and Ehrich (2009) validated the importance of transition programs by
finding that schools with a low emphasis on transition consistently reported lower
graduation rates. In their qualitative study of 16 student participants, the researchers
used a four-step process called phenomenological psychological research. Using
journal entries kept by the participants, the researchers synthesized the entries to pro-
duce more essential, nonredundant psychological meanings. Among the findings, they
commented that many of the participants described several different experiences all in
one journal entry. In essence, many of the transitioning students seemed to have several
notable experiences throughout the school day, and transition was more successful
when students were given a sense of connectedness in their new school. Students found
a sense of confidence from achieving success in various areas such as taking exams,
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 29
making friends, and recalling important areas of the campus such as their own class-
rooms and restrooms. The researchers felt that when schools find ways to help transi-
tioning students feel a sense of accomplishment, these students have a better chance of
experiencing a smooth transition.
With educational reform being a national focus and the push for increasing
student graduation rates, high schools across the nation have turned to transition pro-
grams that focus on guiding students while they navigate through their 1st year of high
school. While the programs are designed to help students during the most difficult year
of high school, many programs are also designed to show students the long-term bene-
fits of graduating from high school and then continuing their education after graduation
(Ganeson & Ehrich, 2009).
The Importance of School Connectedness
School connectedness means a positive attitude to liking school generally—in
short, students who are intellectually, socially, and emotionally engaged with their
schools. School connectedness is an attribute of how supported and cared-for students
feel as learners and as individuals by the adults and peers in their school (Christensen,
2003; Comer, 2005). Students feel they are safe in their schools and that they are chal-
lenged in the academic realm.
Roderick (1993) stated that at-risk youth are specifically in need of school con-
nections because they may have few supports at home to aid in the stressful demands
that occur when transitioning to a new school. Roderick (1993) implied that students
vary in their ability to handle transition stressors and that they must have the social
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 30
intelligence to navigate the demands of the transition. Students with fewer home
resources and coping strategies to assist them in the stress of transition demonstrate the
need for school programming to assist in this area.
The implications of a successful freshman transition program are greatly due to
the socioemotional underpinnings of adolescence (Akos & Galassi, 2004b). Research
has shown that students need to feel connected to their school and that once the connec-
tion is achieved, they are able to excel more and drop out less (Comer, 2005). The sig-
nificance that peer interactions and social bonds can have on the impact of a successful
transition to high school cannot be underestimated. Sustaining strong relationships with
students can involve a multitude of implications for positive effects of student achieve-
ment (Roderick, 1993).
The importance of school connectedness has valuable outcomes in the school, in
the community, and in the lives of individual students. Students who establish a per-
sonal relationship with adults are less likely to drop out of school than peers who did
not have a personal relationship (Karcher & Lindwall, 2003; Wehlage, Rutter, Smith,
Lesko, & Fernandez, 1990). Students recognize when adults care for them and respond
positively to this situation. Schools must create a culture of support that considers
schools as communities. Small schools have an easier time in creating connections due
to the structural characteristics that promote more one-to-one relationships between
students and educators—an essential precursor in helping students overcome barriers to
membership and engagement (Wehlage et al., 1990).
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 31
High School Transition Programs
Theoretical Foundations
Hirschi’s (1969) social bonding theory provides a framework for considering the
potential positive effects of a ninth-grade transition program. A bond can be described
as an individual’s connection to society or a community and is a direct link to student
school connectedness. According to Act for Youth of Excellence (2009), school con-
nectedness influences how adolescents feel about themselves and how they make deci-
sions. School connectedness is one of the few factors that consistently and positively
influence social health and educational outcomes for adolescents. McNeely and Falci
(2004) reported that the dimensions of school connectedness are social support, belong-
ing, and engagement. They suggested that when young people receive empathy, praise,
and attention clearly and consistently, they experience the social support necessary to
create a sense of involvement, engagement, and academic motivation. McNeely and
Falci’s research indicated that between 40% and 60% of students feel disconnected
from school and that disengagement increases with age.
The underlying theory for transition programs is also based on motivation.
More specifically this relates to Maslow’s (1970) hierarchy of needs. Maslow’s needs
are organized into five specific categories of needs: physiological, safety, belonging-
ness, esteem, and self-actualization. Transition directly affects a student’s sense of
belonging, self-esteem, and self-actualization. When students are in a familiar environ-
ment and routine, they are perceived to be much more balanced. Research has shown
that students’ self-perception and self-esteem are directly associated with transitions
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 32
made from an elementary level to the middle school level (Seidman et al., 1994). While
students’ self-actualization and self-esteem were not directly measured for Alspaugh’s
(2000) research, one can make the general assumption that the key needs outlined by
Maslow are contributing to the loss of student achievement.
The theory of social learning also provides clarity in the foundation of a ninth-
grade transition programs. The social learning theory states that individuals learn by
observing and modeling after peers around them (Bandura, 1977). This theoretical
framework describes the transition program model in which an upperclassman (mentor)
lends his or her knowledge to a freshman (mentee). Social learning occurs when the
observer’s behavior changes after observing the behaviors of a model. Once an older
mentor is able to create a bond with the ninth-grade student, the student in transition
may observe desirable behaviors that lead to academic success, strategies on how to stay
connected to school, and the positive peer interactions that can occur with high school.
In order for this theory to work, it is imperative that the students chosen as models are
motivated to display the positive behaviors that their mentee should take on. The devel-
opment of these peer relationships reflects a complexity of people, their interactions,
and the environment. The interaction among these elements is known as reciprocal
determinism within social learning and is affected by the student’s personality, beliefs,
and attitude. Environment affects behavior; however, behavior may also affect the
person’s environment and it has a powerful influence on decision making (Bandura,
1986).
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 33
The importance of social development in adolescents should be stressed in
school systems, because many of the problems that adolescents face are social issues.
Students begin to use peer groups in place of family to provide the guidance necessary
for adjustment. In general, humans desire the need for secure and friendly groups in
order to be motivated to work (Bany & Johnson, 1975). Being part of a supportive
group engenders a sense of dignity, pride, personal worth, and importance. In the study
conducted by Bany and Johnson (1975), it was concluded that group members adhered
to high standards for fear of being the outcast and that it was this peer support or pres-
sure that kept those involved in the study working hard. The researchers further con-
cluded that children and adolescents will want to be part of a group that they find
appealing and will feel satisfied with acceptance and recognition.
Components of Transition Programs
Transition programs are designed to assist students with easing into the demands
of high school. For programs to be successful, key components must be present includ-
ing ties to academics, social development, school connectedness, and leadership from
the adults on campus (Roderick, 1993). As students begin receiving their first set of
academic grades in high school, transition programs may help monitor initial grades to
determine whether the low grades are occurring consistently in all classes. If students
begin to accumulate several low grades, transition programs use collaborative groups
comprised of teachers to discuss reasons that each student is receiving poor grades
(Wehlage & Rutter, 1986). Without a transition program targeting these students early,
poor grades will most likely continue to accumulate and failing grades will subsequently
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 34
occur. Course failures during the 1st year of high school put students in danger of not
graduating, as many of them become discouraged and choose to drop out of school. A
program that targets these students and offers services and interventions can be benefi-
cial in getting them on the right track before too much time is lost. Morever, students
with attendance concerns are also targeted by ninth-grade transition programs. Attend-
ing school on a consistent basis is vital to students, especially freshmen.
In large high schools, administration is often understaffed when considering all
of the responsibilities that are required daily to operate a successful school. Within suc-
cessful transition programs, there are at least two people, a principal and a counselor,
who focus their attention on just the incoming ninth-grade class (Caldwell, 2007).
Focusing on these students ensures that freshmen are working toward graduation.
Transition programs also must be carefully planned, well constructed, and sup-
ported by the staff. Schools must decide on the goal and length of their program and
how it will be measured, typically using student achievement data. A review of other
programs demonstrating similar program goals should be researched and shared with
policymakers at the school (Reglin, 1998).
Prior to implementing a program, schools decide who the program coordinator
should be and what the role of that individual will be (Reglin, 1998). There must be an
ongoing element of monitoring to guide mentors and provide them with support (Green-
wood, 1992). The coordinator of the program must be knowledgeable about program
components from its inception and throughout the remainder of the program. It is
evident that a program’s success depends on the strength and vitality of the program.
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 35
Mentor–mentee relationships can have a high fall-out rate if they are not supported
(Reglin, 1998). The program coordinator should ensure that this situation does not
happen as part of the successful implementation and monitoring of the program.
Another important aspect highlighted in Greenwood’s (1992) research related to
the careful matching of mentors with mentees. Research suggests same-sex peers who
are at least 3 years apart for successful relationships. Pairings should involve multiple
school staff analyzing the profiles of common interest surveys to successfully match
mentors to mentees. Due to the nature of the mentoring relationship and the intimacy of
sharing information, training for mentors is absolutely necessary. It is evident that
mentors have an extremely important role and must be constantly reminded to seek
assistance if they are unsure as to how to advise their mentees.
Patterns in monitoring of programs suggest multiple meetings of participants,
including entrance and exit surveys on the program (Greenwood, 1992). Program mon-
itoring will also ensure the program’s fidelity, and administrators can review data
relating to the opinions of the students. In addition, data analysis of grades, attendance,
and promotion or retention rates are paramount in determining the success of the pro-
gram (National Research Council, 2004).
The literature reviewed indicates that effective components are crucial to the
success of transition programs. When mentors are selected who are highly engaging
and verbal and who have knowledge of the school culture, ninth-grade students are in a
better position to begin their 1st year of high school. Program coordinators who are
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 36
supportive and who conduct regular program evaluations and ongoing trainings and
activities for mentors and mentees also help to ensure success for participants.
Transition Program Models
Research has shown that there are over 200 various types of transition programs
across the nation being implemented at high schools. In general, ninth-grade transition
programs look different in every school that has one. All transition programs have a
different emphasis depending on each individual program (Rost & Royer, 1999). Most
transition programs focus on graduation and career exploration, along with a sense of
community created by the mentor–mentee model.
Some models work with teachers as mentors to the freshmen within the transi-
tion program. While the personal type of attention that is paid to all students is present
among most programs, the method of giving the students this attention varies. Teachers
are typically assigned 20–25 students and meet with them every 2–4 weeks, depending
on the basis for each program. At each meeting various topics are discussed that are
based on the purpose of the program. Often the topics discussed in the transition groups
result from particular events that are currently happening at the school. The first meet-
ing for transition groups is typically a session on school policies and procedures. A
topic discussed at the end of the year may be test taking strategies, while other topics
discussed throughout the year could be study habits, writing skills, or teaching students
how to calculate their grade point average (Smith, 1997).
While close interactions are an important asset to many programs, other models
are not able to have as much of a personal relationship. In contrast, these programs
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 37
concentrate on different subgroups within the school, particularly those containing
students who are at risk to drop out of school. Programs that put special emphasis on
students who are at risk are typically found in schools that traditionally have low gradu-
ation rates (Rost & Royer, 1999).
While some of these programs may not have faculty members assigned to
students, they offer services to help students, such as focus groups. Focus groups are a
central piece to almost all transition programs (Christenson, Sinclair, & Thurlow, 2005).
These groups are comprised of all the teachers who teach primarily ninth-grade stu-
dents; they give teachers the opportunity to collaborate for more effective ways to
engage students who struggle and are beginning to show signs of being at risk. Effec-
tive transition programs effectively reach the social, academic, and procedural needs of
ninth graders (Cauley & Jovanovich, 2006; Hertzog & Morgan, 2001). In turn, as more
students achieve success in their 1st year of high school, fewer will drop out (Bottoms,
2004; McIntosh & White, 2006).
A national program called Link Crew works to reach the multifaceted nature of
ninth graders. Link Crew provides a highly scripted freshmen orientation that socially
connects “Link Leaders” with freshmen and allows the freshmen to make friends with
one another (The Boomerang Project, 2007). More effective transition programs are
able to keep each mentor working with 10 or fewer freshmen, as mentors should work
with freshmen on a 5:1 ratio (DuFour, DuFour, Eaker, & Karhanek, 2004). Freshmen
are placed in small groups with Link Leaders, who then lead activities that bring the
group together socially. The Link Leaders engage the freshmen in lessons of life skills
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 38
and resiliency. Also, during the orientation the Leaders acquaint the freshmen with the
campus by giving them a tour, teaching them how to open a locker, and giving them
personal tips to navigate the campus (The Boomerang Project, 2007). A freshman ori-
entation eases fears of entering high school by allowing freshmen to experience high
school within safe and enjoyable boundaries (DuFour et al., 2004; Haviland, 2005;
Mizelle, 2005). After the initial orientation, Link Leaders maintain contact with the
ninth-grade students through informal communication, social activities, and structured
activities designed to use in the classroom that teach necessary skills for succeeding in
high school. The overall support is a product of the Link Crew program in effectively
improving behavior, academics, and student involvement (The Boomerang Project,
2007). Previous studies have shown that a student mentoring program significantly
decreases behavior problems at school (Stader & Gagnepain, 2000).
School systems that engage all students in cocurricular activities create more
successful freshmen (DuFour et al., 2004). The stronger involvement in school creates
another connection for students with more adults beyond classroom teachers who are
advocating for success (Williams, Davis, Cribbs, Saunders, & Williams, 2002). Link
Crew makes a connection between the school and the student by involving more stu-
dents in school activities (The Boomerang Project, 2007).
Other types of models include a teacher advisory programs that serves as a
vehicle to engage all stakeholders in meeting the needs of adolescents. Jenkins (1992)
summarized that advisement is one of the key components of personalized education. It
is structured to place a professional educator in close proximity to a student over an
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 39
extended period of time so that a caring relationship can be built. All students can
benefit from the help of caring adults. Advisory programs are designed to deal directly
with the affective needs of adolescents (Jenkins, 1992). Activities may range from
informal interactions to the use of systematically developed units whose organizing
centers are drawn from common problems, needs, interests, or concerns of students.
Research (Ganeson & Ehrich, 2009) has indicated that implementing a freshman
transition program could be part of the solution to producing better and more quality
students. Langenkamp (1999) reported that although there is a strong correlation
between transition and achievement loss, transition is inevitable. Finding ways to ease
the transition process and making the change seem effortless could be the key to one of
the most significant hurdles in American education. Perhaps a freshman transition
program can be an intervention that proves to be a necessity in all high schools. The
overarching goal of a transition program should be to keep the freshmen on track to
graduate and prevent them from dropping out of school (Cauley & Jovanovich, 2006).
In addition to the previously mentioned successful models for ninth-grade
transition, a positive school climate supports students in their academic, social, and
emotional growth as well makes them feel as if they belong instead of alienated and
alone. To ensure that schools are meeting their goal, continuous climate assessments
should be used to evaluate the school climate from the students’ perspective. Hertzog et
al. (1996) addressed the importance of having freshmen transition programs at large
high schools: “Educators know how important it is that students make a comfortable
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 40
transition into high school—especially since so many students decide how long they’re
staying in high school during their initial experiences” (p. 318) .
Site Leadership and Transition Programs
Successfully transitioning middle school students to high school should not be
the work of one person, but the mission of a team (Mizelle, 2005) that involves all
members of a high school community—students, parents, teachers, counselors, and
administrators (Cauley & Jovanovich, 2006; Mizelle, 2005). Bridge programs must
also not forget to involve the input of the most important person in this whole process,
the student (Cauley & Jovanovich, 2006).
To enable freshmen to achieve success and prevent students from dropping out
of high school, school systems must systemically work to close the gap between middle
and high school (Mizelle, 2005; Morgan & Hertzog, 2001; Smith, 1997). The transition
program must address the multifaceted needs of freshmen (Herzog & Morgan, 1998;
Mizelle, 2005; Rost & Royer, 1999) and include a team of teachers, administrators,
counselors, parents, and students (Cauley & Jovanovich, 2006; Hertzog & Morgan,
1999). Accordingly, in order to successfully transition students into high school, the
middle school and high school administrators, counselors, and teachers must work with
the students and parents together to focus on the academic, social, cocurricular, and
logistics of a high school (Cauley & Jovanovich, 2006; Hertzog & Morgan, 1999;
Mizelle, 2005); consequently, the strong presence of leadership among school staff is
important.
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 41
Effective leadership can move organizations from current to future states; create
visions of potential opportunities for organizations; instill within employees a commit-
ment to change; and instill new cultures and strategies in organizations that mobilize,
add, focus, energy and resources. Bennis and Goldsmit (2003), renowned researchers,
stated that “leaders assume responsibilities for reshaping organizational practices to
adapt to environmental changes. They direct organizational changes that build confi-
dence and empower their employees to seek new ways of doing things” (p. 75). Strong
leadership must be present in any transition program in order to see significant results.
Leadership has been defined as “the skills needed to motivate people to act
based on the growth and fulfillment of the mission of the organization” (Eicher-Catt,
2005, p. 17). McGowan and Miller (2001) argued that in this ever-changing time of
education, those leaders who are put in the position to lead a school or school district
have only learned to be administrative managers as opposed to true leaders. The re-
searchers summarized good administration-management as being successful at focusing
on the maintenance of a school or district, while true leaders are able to influence others
to change their thinking. They focus on improvement of the given situation. “Are they
truly creating opportunities that could move their schools toward long-term sustainable
improvement? All good intentions aside, are we doing the wrong things really well”
(McGowan & Miller, 2001, p. 1)? McGowan and Miller contended that while school
leaders need to possess certain management skill sets, those skills are no longer ade-
quate to meet the requirements necessary to stay in tune with the rest of the world.
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 42
Unlike many other professions, educational leaders are not properly trained and
prepared to solve many of the day to day nuances of public education (Wagner, 2007).
Wagner (2007) listed many professions where training is provided in graduate study to
learn through a pedagogy called case methods. These professionals are asked to problem
solve and analyze specific cases to better prepare for leadership roles in their profession.
In education this situation is not the case. “Too often in education, we start with an-
swers before have understood the problem we’re trying to solve” (Wagner, 2007, p. 2).
Wagner argued that in order for educators to be successful leaders with a true vision,
they must be given opportunities to regularly practice skills to develop true leadership
thinking. They must be able to ask the right questions and have a deeper understanding
of their mission as educational leaders.
Leaders should rise above and provide a sense of direction toward common
values and goals for an organization (Smircich & Morgan, 1982). Many of today’s edu-
cational leaders are focused on the maintenance of the current state of the schools. True
leaders must strike out and seek true educational reform by developing the skills neces-
sary to reinforce vision, mission, and ethical standards. In short, leadership within
transition programs is what drives these programs forward and provides a vision not
only for a positive school climate but also for the school as a whole.
Leadership of Administrators
The problem of student achievement in the freshman year of high school is gen-
erally impacted by how successful the student transitions into his or her new school
(Alspaugh, 1998b). Given this information, administrators should try to acknowledge
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 43
transition programming as having an important place in their school setting to promote
and nourish the transition into high school.
Adolescence is a challenging time for all children, characterized by changing
social, physical and cognitive development (Legters & Kerr, 2001). Legters and Kerr
(2001) noted that the “experience of the ninth grade year contributes substantially to the
probability of dropping out” (p. 29). Although the results of transition and mentor pro-
gramming have been favorably used in the transition process, there has been little
research on the perceptions of high school principals regarding the importance of tran-
sition programming and its connection to academics and social adjustment. Research
has indicated that principals feel that transitions are very important to peer relations,
social well-being, retention, discipline, academic success, and staying in school (Gross-
man & Garry, 1997). Administrators see the highest amount of referrals, truancy, reten-
tion, and discipline issues in the ninth grade.
High school administrators feel that freshmen should participate in transition
activities before and during their freshman year; however, funding issues was reportedly
a major concern for administrators, although a program involving peers mentoring other
peers does not necessarily need funds to run effectively (Legters & Kerr, 2001).
At a time when the American economy is in recession, schools must create low-
cost options for attaining better student outcomes; to that end, here are programs in
which funding is scarcely an issue. Grossman and Garry (1997) reported that students
in a transition program could receive inservice credits to work with other students, thus
demonstrating that no fee is required for a program to run effectively.
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 44
Grossman and Garry (1997) showed that administrators are going beyond the
freshman tour and orientation and are thinking outside the box about ways in which to
connect students to their new school. Principals reported that their transition program
was effective in other ways such as helping with truancy, grade and retention issues.
Research has indicated that transition programming should be ongoing and
begin in the summer months to extend into the freshman year. Rekrut (1994) suggested
that training should be provided prior to initial mentoring sessions. Parallel to previous
research, administrators surveyed overwhelmingly perceived this training to be an
important factor and agreed that transition activities should take place before the student
begins high school. In addition, administrators agreed that the need for these types of
activities continues during the school year as part of the student experience. Most ori-
entation and tours are held before the start of the school year. Over 90% of principals in
Grossman and Garry’s (1997) study reported that they utilized class time, after-school
activities, or advisement as their transition programs, thus supporting previous research
done by Rekrut (1994).
The research has shown that high school principals understand transition pro-
gramming and its importance and connection to academics and social adjustment. It
also has supported the claim that principals understand the adjustment issues that the
freshman year can pose, as well as academic implications when students do not dem-
onstrate success. Measures of accountability should be taken into consideration when
implementing a peer mentor program at the high school level. Principals must
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 45
understand how to collect and utilize data to show growth and success at their school
(Barber & Olsen, 2004).
Principals need to be willing to commit the time and energy into researching the
kind of program that would help meet the needs of their population. Because there are
various types of transition programs available, components of each program must be
carefully examined. Principals must be wiling to utilize and implement parts of specific
programs and omit others to meet students’ needs. In addition, high school principals
should reach out to middle school principals in their district to coordinate the transition
efforts (Barber & Olsen, 2004). The role of the administrator in the transition program
is crucial as these individuals are the main source of leadership driving the program
forward for effective change.
Leadership of Teachers
Another important factor in facilitating successful transition is the student–
teacher relationship. Teachers were also frequently cited by students themselves when
they were asked to identify individuals who helped them maintain academic success
upon transition to high school (Newman, Lohman, Myers, & Smith, 2000). Newman et
al. (2000) recommended that if high schools are serious about student achievement, they
should make sure that every student has at least one important adult who is committed
to his or her academic success and knows how to support that child’s learning. For
students who may not have support at home, teachers are often the ideal candidates to
fulfill this role.
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 46
With regard to involving school staff, it is widely recommended that articulation
take place among eighth- and ninth-grade teachers to align the curriculum and share
information regarding the academic and socioemotional needs of incoming students
(Allen, 2001; Jett & Pulling, 1995). These actions can take place through vertical team
meetings throughout the school year or by participation in one another’s staff meetings
(Mizelle, 2005). Providing opportunities for noncompetitive, enjoyable activities may
help to enhance students’ feelings of belonging in the school environment and alleviate
their feelings of self-doubt and insecurity (Jett & Pulling, 1995). This goal may be ac-
complished through classroom activities led by teachers. Akos and Galassi (2004a) also
recommended building students’ sense of community though interventions such as
small-group orientation activities, team building activities, cooperative learning, and
other small-group learning situations all led by teachers.
Greenwood (1992) noted that effective mentoring programs must include a
knowledgeable coordinator to meet with participants often and support for the program
by administrative staff in addition to proper selection, training, and supervision of
mentors. Teachers are critical leaders when establishing a successful mentoring pro-
gram that matches mentors and mentees and when providing training, guidance, and
follow-up throughout the year.
Leadership of Counselors
Traditionally within the high school setting, the guidance counselor is one of the
adults charged with the responsibility of providing students with the information neces-
sary to more successfully navigate the complex bureaucratic nature of a high school.
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 47
The literature is extensive regarding the ways in which guidance counselors and coun-
seling programs are critical in students’ schooling process (House & Martin, 1998).
Counselors are called upon to perform services in three domains: academics, career, and
personal-social issues.
Effective counseling programs are important to the school culture and a crucial
element in the transition of new students to the campus. In a survey conducted by
Cooper and Liou (2007), students confirmed the role of the school counselor in dissemi-
nating information. Over 90% of students in the sample reported that they felt that their
school counselor hoped they would be successful and go onto college. However, data
also revealed that students had very limited contact with their school counselors. While
43% of the students indicated that they had spoken to their eighth-grade counselor, only
15% reported speaking to a high school counselor about their future educational plans
by the spring of their freshman year.
Although teachers have a big influence on students because they see them often,
counselors must take time to seek students out. Beyond the task of helping with class
placement, interactions between student and counselor become limited once the student
arrives in high school. In their study, Cooper and Liou (2007) found that counselors
agreed that having academic information is critical to achieving a positive transition to
high school; they all acknowledged that academic information alone is insufficient to
negotiate the complex systems of high school.
Research has found that a weak counselor–student relationship severely limits
students’ opportunities to learn. Cooper and Liou (2007) suggested that information
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 48
sharing between the vast majority of student entering ninth grade and the school coun-
selor is limited to functional knowledge and does not go beyond that due to understaff-
ing. Transitioning from middle to high school continues to be difficult for many stu-
dents. This process is greatly influenced by the adults in authority who have the power
to make it less academically limiting through the early and frequent distribution of high-
stakes information to all students, and counselors must take an active role in the transi-
tion process.
Peer Mentoring and Student Leadership
Cross-aged peer mentoring is not a new concept. It is a developmental strategy
used by many schools. Peer mentoring can be a specific type of transition program to
facilitate and enhance student transitions from middle school to high school. The idea
of mentoring started in the early 1900s for the purpose of mentoring new workers in the
field of business (Brown, 1995).
Peer social interaction has imbedded roots in social psychology, social bonding,
social learning, and attachment theories. Peers serve important functions in socioemo-
tional development. Friendships are important peer relationships because they provide
social and emotional support, motivation to resolve conflicts, and emotional intimacy
(McDevitt & Ormrod, 2004). Comer (2005) felt that a function of adolescent relation-
ships is to demonstrate how to navigate social systems and that friendships are instru-
mental because they provide the bonding needed for the investigation of the adolescent
experience. The importance of social development in adolescents should be stressed in
school systems, because many of the problems faced by adolescents are social. Students
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 49
begin to utilize peer groups in place of family to provide the bonding and guidance
necessary for adjustment (Myers, 1996).
Reasons for the implementation of peer mentoring vary greatly, but it is easy to
see that peer relationships are more readily available and accessible to students around a
school setting and that peers provide a mutual exchange of expertise and empathy
(Myers, 1996). A crucial component of successful transition programming involves
providing social support. Because friendships are so important to adolescents during
this time period and because the transition to a new school often involves disruption of
friendship networks and the introduction of new and different peers, it is important that
schools provide students with opportunities to get to know and develop positive rela-
tionships with other students (Mizelle, 1999). Relationships both with older students in
the school and with other incoming students are important. Mizelle (1999) suggested a
“big brother/sister” program between eighth and ninth graders, a spring social event for
current and incoming students, or mail correspondence between eighth- and ninth-grade
students.
Most mentoring programs pair young people with older, more experienced vol-
unteers who provide guidance and support. Dopp and Block (2004) studied the benefits
of a peer support model for transitioning freshmen and found that peer mentoring
created a more favorable climate for the school. A similar strategy was suggested by
Jett and Pulling (1995) and by Lettrello and Miles (2003), who all recommended that
upperclassmen be assigned as mentors for ninth-grade students, similar to the Link
Crew model (The Boomerang Project, 2007) mentioned in this review of literature.
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 50
These mentors could provide advice through a structured advisement period and
could serve as role models throughout the school day. The potential impact of upper-
classmen has been highlighted by students themselves. The students in Letrello and
Miles’s (2003) study reported that “just talking to older friends and siblings helped them
understand life in high school” (p. 213). By providing structured mentoring programs,
schools can help to ensure that students identify with positive role models and, in turn,
seek to establish friendships with same-age peers who are more likely to encourage
rather than hinder their academic success. Having student leaders work with younger
students impacts ninth-grade transition programs and provides students with important
social bonding that is needed in adolescents.
Conclusion
As revealed by the literature review, times of transition can be stressful and the
feelings of transitioning to a new building at the high school level can be daunting
(Roderick, 1993). It appears that students are both excited at the prospect of change and
also concerned about being picked on and teased by older students, having harder work,
making lower grades, and getting lost in a larger and unfamiliar school (Akos &
Galassi, 2004a). Young adolescents view friendships and social interactions as being
enormously important, and their transition to high school poses a threat of disruption to
the social networks that they have worked so hard to create, thus interfering with school
success (Ellas, 2001).
A vital transition program must include activities that will provide incoming
students with activities that give them the opportunity to develop positive relationships
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 51
with older students and other incoming students (Chapman & Sawyer, 2001). MacIver
and Epstein’s (1991) research of middle school students who took part in a high school
transition program found that fewer students were held back to repeat the transition
grade. School principals expected fewer of their students to drop out before graduation
if the school provided supportive group activities or responsive transition programs
(MacIver & Epstein). Schools must strive to meet the needs of their at-risk population
to ensure that success is met and higher outcomes achieved.
Accordingly, in order to successfully transition students into high school, the
middle school and high school administrators, counselors, and teachers must work with
students and parents together to focus on the academic, social, cocurricular, and proce-
dural bearings of a high school (Cauley & Jovanovich, 2006; Hertzog & Morgan, 1999;
Mizelle, 2005). While teacher-to-student mentoring has had much publicity, peer men-
toring promises a low-cost alternative to pricey adult advisor programs (Brown, 1995).
The transition from middle to high school must include activities to support the students
in developing positive relationships and social supports (Hertzog et al., 1996). It is
important for teachers and administrators to understand the stressors that young adoles-
cents face as they enter a new school, particularly high school.
In summary, there has been much research done on the success of transition
programs, why they are beneficial and should be implemented at the high school level,
and what components comprise a successful transition program. The lack of more in-
depth research and documentation around the role of school site leaders and the promis-
ing practices employed by these leaders leads researchers to wonder about specific
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 52
strategies that school administrators have used to see the dramatic successes in ninth-
grade students academically, socially, and emotionally.
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 53
Chapter 3
Research Methodology
Restatement of Problem, Purpose, and Research Questions
Due to the nationwide low level of academic achievement by most ninth-grade
students (NAEP, 2006), high schools have chosen to implement ninth-grade transition
programs to help ease the introduction of the expectations of high school for students.
During transition years, students are expected to take on more responsibility for manag-
ing their own time, and greater autonomy is anticipated as students advance from one
grade level to another. Much research has been conducted in an effort to find proper
successful transition programs, systems, and organization in an effort to reduce the chal-
lenges that the 1st year of high school brings for most students when transitioning into
the ninth grade. When students are in a familiar environment and have adult support,
they have been perceived to be much more balanced and successful (Seidman et al.,
1994).
The aim in this study is to explore the leadership strategies and practices of
school leaders who are involved with successful freshmen transition programs that
demonstrate an increase in ninth-grade student achievement. By understanding the
involvement and successful strategies of leaders within successful freshmen transition
programs, current and aspiring leaders can benefit from these best practices. In addi-
tion, high school administrators seeing an achievement gap in ninth grade students
might be empowered to more fully support the implementation of freshmen transition
programs.
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 54
The purpose of this study consists of two intertwined components. The primary
purpose is to research and identify the promising practices of school site leaders at large
high schools that implement a successful ninth-grade transition program. The second-
ary purpose is to understand what encompasses a successful high school transition
program and the role of site administration within the implementation of the program.
To this end, the following research questions were developed:
1. What encompasses a freshmen transition program, and what types are avail-
able to large high schools?
2. What do school site leaders see as critical components that lead to successful
transition programs?
3. What promising practices do ninth-grade teachers find effective in addressing
ninth-grade transition in high school?
4. What are the critical components of leadership evident in successful transi-
tion programs?
The preceding chapters provided an overview of the study and a review of the
literature that is germane to the topic under examination. This chapter provides an
outline of the study and the methodology. It specifically includes the purpose of the
study, the research design, sample population, data collection protocols, and the data
analysis process that was used.
Design Summary
In conducting a research study, six explicit steps have been identified by
Creswell (2008): (a) identification of a research problem, (b) review of the current
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 55
literature, (c) having a purpose for research, (d) the collection of data, (e) analysis of the
data, and finally (f) reporting the evaluation of the research. The present study was
constructed around these six steps.
The methodology that was employed for this study was a multimethod, qualita-
tive approach. An interview and observation protocol was designed with the under-
standing that research questions would be best answered by collecting firsthand infor-
mation from administrators currently implementing a ninth-grade transition program at
their school site. These qualitative data provided a platform for defining the promising
practices of school site leaders within ninth-grade transition programs. Qualitative data
also provide rich information that allow the researcher to understand the elements and
program components that lead to successful ninth-grade transition programs (Maxwell,
2005; Merriam, 2009). This multimethod, qualitative approach allowed participants to
share their reality, as constructed by their experiences and leadership skills.
Participants and Setting
The unit of analysis in this study was high school site administrators implement-
ing successful ninth-grade transition programs. Purposeful criterion sampling was used
to identify school sites for qualitative inquiry. Criterion sampling allowed the re-
searcher to select school sites that has demonstrated a high level of academic achieve-
ment within their ninth-grade student populations. Qualitative sampling criteria were
used to determine which school sites would participate. The criteria were high schools
that (a) had a ninth-grade student population of over 600 students, (b) were public high
schools functioning under a public Local Education Agency, (c) had an established
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 56
ninth-grade transition program, and (d) had met their 2013 API targets (specifically by
ninth-grade students).
Maxwell (2005) stated that there are certain goals for the purposeful selection of
participants, with one goal being to deliberately select individuals who are critical for
testing theories in relation to the researcher’s studies. Selecting respondents is depend-
ent on what they can contribute to the research and the researcher’s understanding of
what is being studied. The participants in the specific interview protocol for this study
were high school administrators working in large schools that had implemented a ninth-
grade transition program for over 2 years.
Instrumentation
Interview Protocol
The predominant method used to gather data for this study was in-depth inter-
views with administrators at three school sites. In all forms of research—in particular,
qualitative research—most if not all of the research data are collected through inter-
viewing (Merriam, 2009). The most common type of interview is an exchange of
dialogue through the use of questions in the form of a person-to-person exchange. Mer-
riam stated that in designing an interview protocol, the researcher must decide the
amount of structure that is required. For the interview protocol used in the study, the
researcher decided that the best structure would be somewhere between a structured and
an unstructured informal interview, as this method allowed for open-ended questioning
and more of a conversational feel. In designing the interview protocol, it was important
to word questions in ways that the interviewer could extract the information desired
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 57
from the interviewee (Merriam, 2009). The researcher designed the interview protocol
for high school administrators (i.e., principals and assistant principals) who had imple-
mented a ninth-grade transition program on campus for 2 or more years and had seen an
increase in ninth-grade student achievement (see Appendix A). The researcher also
designed an interview protocol for ninth-grade teachers at selected school sites (see Ap-
pendix B). The interview protocol consisted of open-ended questions, with room for
probing. According to Merriam (2009), it is impossible to design probes ahead of time,
as they are dependent on how the interviewee answers.
Maxwell (2005) noted that in order for interviewing to be useful in research,
there need to be specific questions about events and actions rather than “posing ques-
tions that elicit only generalizations or abstract opinions” (p. 103). In developing the
interview protocol, the aim of the researcher was to obtain answers to the four research
questions being studied in the dissertation process and centered on leadership strategies
and components of successful ninth-grade transition programs.
In developing interview questions, the researcher reviewed and revised ques-
tions based on the data needs. Because the topic of this study was promising practices
of school leaders of ninth-grade transition programs, each question was analyzed care-
fully to ensure its relation to the research at hand. Merriam (2009) stated that a “ruth-
less review of your questions to weed out poor ones before you actually conduct an
interview is highly recommended” (p. 100). According to Merriam, the best way to
capture interview data is to tape record the interview. While some interviewees have a
feeling of anxiety while being recorded, most will forget their distress if the interviewer
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 58
has done well in ensuring their anonymity and has developed a feeling of ease during
the interview. For the purpose of coding and analysis, in-depth interviews were tran-
scribed to Microsoft Word® documents.
The interview questions were piloted by three high school administrators, one
from the researcher’s district and two from neighboring districts. Triangulation was
used to establish credibility in this study. The use of in-depth interviews, several on-site
observations, and an analysis of relevant documents and literature that included past
research studies were all used to complete this study.
Observation Protocol
Observations and fieldwork can be effective and important tools for qualitative
research, as long as they focus on the research questions (Bogdan & Biklen, 2003; Mer-
riam, 2009). The observation protocol must be researched and practiced to ensure its
reliability and methodology, so that it does not rely on the subjective nature of human
perception (Merriam, 2009). “Learning to pay attention, learning how to write descrip-
tively, practicing discipline recording of field notes, knowing how to separate detail
from trivia” (Merriam, 2009, p. 118) are important. Observational data can provide a
firsthand account versus the second-hand account of interview data. These data provide
specifics on context, details, behaviors, reactions, and the like (Merriam, 2009).
Observations are a form of ethnology, or the study of meaning or significance of
a human group’s organization and customs. Ethnography can combine firsthand expe-
rience and accurate descriptions of all the essential aspects of a society (Erickson,
1984). A school can be seen as a social organization, and an ethnographic study
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 59
portrays events from the views of those involved in the actions—some of which may be
ritualistic. One of the most difficult tasks during an observation is to remove the per-
sonal feelings of the observer and focus solely on what is taking place within the spe-
cific observation time frame.
In developing the observation protocol (see Appendix C), the object was to
begin answering the four research questions being studied, centered on leadership
strategies and components of successful transition programs. It will be important to
develop, review, and revise the observation document based on data needs. Because the
dissertation topic is on promising practices of school leaders of transition programs,
school and administrative observation events have to be specifically chosen in relation
to the research at hand.
While the main topic of dissertation study involves transition programs designed
for students entering high school, protocol piloting took place at Adams Middle School
in the Redondo Beach Unified School District using the school’s sixth-grade transition
program entitled “Where Everybody Belongs (WEB)—Where Everybody Belongs.”
The program is designed to have eighth-grade students work in pairs as transition lead-
ers, with each pair mentoring a group of 10 sixth-grade students. This particular site
was chosen due to the time constraints of the pilot study, as well as its proximity for the
researcher.
Merriam (2009) stated that the researcher-observer must perform multiple ob-
servations so that the perspective of participation is evident in the data collected. Three
observations were done at the Redondo Beach school site, making sure to capture
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 60
different aspects of the transition program and its functions. It is important to note that
each observation focused on the role of the administrator present at the time of the ob-
servation.
Data Collection Procedures
According to Merriam (2009), the process of data collection has three states:
entry to the site, data collection, and exit from the site. Equally important are the field
notes or raw data that are written down or mechanically recorded during the period of
observation (Merriam, 2009). Field notes include verbal descriptions of people, setting,
activities taking place, possible direct quotations, and possible observer comments
(Bogdan & Biklen, 2003). It is important that observers jot down notes during the ob-
servation but recall the data as soon as the observation is over. Observers should start
with a wide angle and then narrow the angle as they begin to focus on a specific person,
interaction, or activity (Merriam). Observers can summarize notes if there is no time to
recall every detail.
It was important to get permission from all participants, not just the school
principal, by being humble and supportive (Bogdan & Biklen, 2003). It was important
to put the observed participants at ease by thinking ahead of what the role of the ob-
server would be, how disruptive the observation might be to the setting, and why the
particular site had been “singled out” for study (Merriam, 2009). Equally important was
the action of informing participants of how the findings would be used (Bogdan &
Biklen, 2003). The first observation was set up ahead of time, allowing those in charge
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 61
to introduce the observer to the participants. Additionally, the first observation was
kept short and was relatively passive and unobtrusive (Merriam).
Data Analysis
The design of this study resulted in a multimethod, qualitative approach. Quali-
tative research is empirical research where the data gathered and the findings are not
presented in the form of numbers (Punch, 1998). This multimethod approach focused
on involving an interpretive, naturalistic approach to the subject being studied. Study-
ing high school administrators in their natural settings and attempting to interpret their
actions required the use of multiple instruments: in-depth interviews, observations, and
document review. Qualitative research is grounded in an “interpretivist” philosophy
and aims to produce rounded understandings on the basis of rich, contextual, and de-
tailed data (Merriam, 2009).
Data from all interviews were transcribed and analyzed for patterns and themes
that related to the research questions. The comments of the interviewees were carefully
considered and synthesized in an effort to capture the voices and experiences of the
school administrators within ninth-grade transition programs. They served to define the
“personal thought that researchers have that relate to insights, hunches or broad ideas
and themes that emerge during an observation or interview” (Creswell, 2002, p. 203).
Recording reflective field notes after each interview helped the researcher to engage in a
preliminary analysis of data and to begin to bring similar themes together.
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 62
Validity Concerns
To ensure validity and credibility in this study, attention was paid to the analysis
and interpretation of the data. Employing triangulation is a process to give credence to
evidence from multiple sources and, through the use of different data collection meth-
ods, to ensure validity (Creswell, 2002). A research design chart of how data were
triangulated is shown in Figure 1. A diagram of the triangulation of findings is shown
in Figure 2.
It is recommended to use multiple researchers, perspectives, and/or multiple
methods to study one single problem as a way to obtain triangulation (Patton, 1990). In
this study, a review of prior research and the results of in-depth interviews and observa-
tions were used to find common practices among several participants to triangulate the
data and validate the findings.
Ethical Considerations
Because this study involved human participants, the guidelines and procedures
set forth by the Institutional Review Board (IRB) of the University of Southern Califor-
nia were adhered to. Prior to contacting participants, information was submitted to the
IRB with regard to the study to obtain the university’s authorization to conduct the
study. All participants were assured of confidentiality in results reporting. Pseudonyms
were used in place of individual participants’ names, and the school district and high
school name were not specifically identified in any of the findings.
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 63
Research Questions Data Needs Data Sources Instrumentation
1. What components
encompass a successful
freshmen transition
program?
Grade 9 achievement
data, research of transi-
tion programs being
implemented at high
schools showing ninth-
grade achievement,
program curriculum,
program policies
Information regarding
aspects of transition
programs, curriculum
guides (if available),
school website, master
schedule, SPSA, ob-
servations, Bolman and
Deal’s four frames
Ninth-grade CST
scores, interviews with
school administrators,
program documents,
document review
2. What promising
practices to ninth-
grade teachers find
effective in addressing
freshmen transition in
high school?
Organization leader-
ship qualities described
by teachers, perception
of teachers in narrative
format, funding deci-
sions impacting transi-
tion programs and poli-
cies
Ninth-grade teacher
interviews and feed-
back, observations
made during transition
program days and/or
assemblies, school vi-
sion and mission state-
ment, Bolman and
Deal’s four frames
Survey of ninth-grade
teachers, interviews of
school site administra-
tors, observations, doc-
ument review
3. What promising
practices do ninth-
grade teachers find
effective in addressing
ninth-grade transition
in high school?
Organization leader-
ship qualities, organi-
zational charts, roles
and responsibilities
Teacher and staff feed-
back, school website,
transition program cur-
riculum, assembly ob-
servation, 1st day of
school observation
notes, Bolman and
Deal’s four frames
Survey, interviews,
observations, docu-
ment review
4. What are the critical
components of leader-
ship evident in suc-
cessful transition pro-
grams?
Organization leader-
ship qualities and
strategies
Survey, interviews,
observations, docu-
ment review
Figure 1. Research design chart. CST = California Standard Test; SPSA = Single Plan for Student
Achievement. One data source is based on Reframing Organizations, by L. Bolman and T. Deal,
1997, San Francisco, CA: Josssey-Bass.
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 64
Figure 2. Triangulation of findings.
Summary
This chapter explained how a multimethod, qualitative design was used to
collect data on school site administrators at high schools that implement ninth-grade
transition programs. The qualitative data collection instrumentation and procedures
were explained, and the process to be used for selecting participating school sites for
this study were presented in this chapter. The use of multiple data sources and triangu-
lation of the data were explained. The method of triangulation utilized ensured the
validity and reliability of this study (Creswell, 2002). Discussion regarding the con-
ceptual framework for this study was indicated as it tied into data analysis.
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 65
Chapter 4
The Findings
This chapter provides an analysis of data from the current study, which was
aimed at exploring successful ninth-grade transition program components and the
promising practices of school site administrators working in large high schools that
implement ninth-grade transition programs to help ease the transition between middle
school and high school. Studies have shown that students in their 1st year of high
school have a higher academic failure rate than in any other grade (Black, 2004). The
purpose of this study encompassed two components. The primary purpose was to
research and identify the promising practices of school site leaders at large high schools
that implement a successful ninth-grade transition program. The secondary purpose was
to understand what encompasses a successful high school transition program and the
role of site administration in the implementation of the program.
The qualitative data were collected from observations made at three high school
sites during ninth-grade transition activities and interviews conducted with numerous
school site administrators and ninth-grade teachers, with in-depth interview questions
centered on the leadership qualities of site administrators. Two observations were done
at each of the three sites used in this study, for a total of six observations. A total of six
administrators and 13 teachers were interviewed at each of the three sites. Specific
information regarding the demographics of the schools studied and interview partici-
pants are discussed in the next section.
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 66
The qualitative data provided a current description of the various ninth-grade
transition programs used at the three sites studied as well as provided strategies used by
administrators at these sites to ensure that their programs were aiding student achieve-
ment and school connectedness. The mixed-methods approach of triangulating the
findings was used in checking for consistency of findings among the extant literature,
observation data, and interview data.
This chapter presents the findings from a qualitative method study comprised of
observations and interviews completed at three large comprehensive high schools to
answer the research questions of the study. Findings are reported in order by the follow-
ing research questions:
1. What encompasses a freshmen transition program, and what types of pro-
grams are available to large high schools?
2. What do school site leaders see as critical components that lead to successful
transition programs?
3. What promising practices do ninth-grade teachers find effective in addressing
ninth-grade transition in high school?
4. What are the critical components of leadership evident in successful transi-
tion programs?
Purpose Restated
The purpose of the study was to identify components of successful ninth-grade
transition programs, how they were used in large high schools, and the strategies em-
ployed by administrators at large high schools that were implementing successful ninth-
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 67
grade transition programs. Specifically, this study focused on finding the promising
practices of site administrators within ninth-grade transition programs. Data collected
through observations and interviews were used to formulate the significant research
findings asserted by the researcher.
Qualitative Demographic Data
Ninth-grade transition programs are a major component of large, comprehensive
high schools. For students in larger school systems, transitions occur as many as five
times before high school graduation (Caldwell, 2007). By the time that students enter
high school after experiencing numerous transitions, achievement loss has occurred in
the 1st year for every transition (Chapman & Sawyer, 2001). Much of the 1st year at a
new school is spend on adjustment. With fewer transitions, students have the ability to
cope with issues within their established peer groups.
For the purpose of this study, three large, comprehensive high schools were
chosen for participation. Selection criteria for the sites chosen consisted of the follow-
ing requirements for participation: (a) must have over 1,500 students enrolled, (b) must
have a ninth-grade transition program that was in its 3rd or more years of implementa-
tion; and (c) must have made its API goal for the 2013 release of data by the California
Department of Education. The demographic data for each of the high schools chosen
and observed for this study are represented in Figure 3.
Figure 4 details the demographic profile of each administrator who participated
in a qualitative interview, along with the characteristics of the ninth-grade transition
programs that they led. Interview participants were purposefully selected from each site
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 68
School
Site Profile District
A Enrollment: 1,709
Ninth-grade enrollment: 379
Transition program model: Link Crew
Number of years implemented: 3
2013 API: 865
Number of administrators: 4
Dropout rate: 3.0%
Enrollment: 5,800
API: 890
Dropout rate: 3.1%
B Enrollment: 2,850
Ninth-grade enrollment: 712
Transition program model: Freshman Advisory
Number of years implemented: 7
2013 API: 845
Number of administrators: 4
Dropout rate: 2.6%
Enrollment: 12,674
API: 790
Dropout rate: 3.7%
C Enrollment: 2,212
Ninth-grade enrollment: 549
Transition program model: Freshmen Focus iLead
Number of years implemented: 5
2013 API: 868
Number of administrators: 4
Dropout rate: 3.3%
Enrollment: 18,073
API: 860
Dropout rate: 3.1%
Figure 3. Data summary of participating comprehensive high school sites. API =
Academic Performance Index.
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 69
Administrator Profile
A
Title: Assistant Principal Site: A
Gender: Female Years in education: 12
Ethnicity: White Years at school site: 6
Age: 35–45 Level of involvement: high
B
Title: Principal Site: A
Gender: Male Years in education: 23
Ethnicity: African American Years at school site: 5
Age: 50–60 Level of involvement: low
C
Title: Assistant Principal Site: B
Gender: Female Years in education: 15
Ethnicity: White Years at school site: 6
Age: 35–40 Level of involvement: high
D
Title: Assistant Principal Site: B
Gender: Female Years in education: 15
Ethnicity: White Years at school site: 6
Age: 30–40 Level of involvement: high
E
Title: Assistant Principal Site: C
Gender: Female Years in education: 23
Ethnicity: Asian Years at school site: 8
Age: 45–55 Level of involvement: medium
F
Title: Principal Site: C
Gender: Male Years in education: 28
Ethnicity: White Years at school site: 12
Age: 50–60 Level of involvement: low
Figure 4. Qualitative data: Administrator profiles.
for information-rich cases to provide a depth of understanding on the research ques-
tions. Figure 4 provides a snapshot of the leaders interviewed and lends context to the
responses provided. In addition, the selection process identified participants who were
active participants during each of the six observations made and who played a key role
in ensuring the success of the ninth-grade transition programs.
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 70
Research Question 1
What encompasses a freshmen transition program, and what types of programs
are available to large high schools?
While transitioning to high school can be an exciting time for change, it can
often be overwhelming and confusing (Akos & Galassi, 2004a). Students need to learn
how to balance the pressures of home, school, peers, and activities. Akos and Galassi
(2004a) found that these pressures were common among students, regardless of student
demographics and school location. Transition programs are designed to assist students
with easing into the demands of high school. For programs to be successful, key com-
ponents must be present including ties to academics, social development, school con-
nectedness, and leadership from the adults on campus (Roderick, 1993).
In large high schools, administration is often understaffed when considering all
of the responsibilities that are required daily to operate a successful school. Within
successful transition programs, there are at least two people, a principal and a
counselor-teacher, who focus their attention on just the incoming ninth-grade class
(Caldwell, 2007). Transition programs also must be carefully planned, well con-
structed, and supported by the staff. During an interview at School Site B, one adminis-
trator stated that “without buy-in from your faculty, you cannot implement any program
successfully. You must do your homework and only bring programs to your school that
work for your students’ needs.”
Research has shown that there are over 200 various types of transition programs
across the nation being implemented at high schools. In general, ninth-grade transition
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 71
programs look different in every school that has one. All transition programs have a
different emphasis, depending on each individual program (Rost & Royer, 1999).
While close interactions are an important asset to many programs, other models are not
able to provide as much of a personal relationship. In contrast, these programs concen-
trate on different subgroups within the school, particularly those containing students
who are at risk of dropping out of school. Programs that put special emphasis on
students who are at risk are typically found in schools that traditionally have low gradu-
ation rates (Rost & Royer, 1999). While some of these programs may not have faculty
members assigned to students, they offer services to help students, such as focus groups.
A national program called Link Crew, used as a model for the three high schools
in this study, works to reach the multifaceted nature of ninth graders. Link Crew pro-
vides a highly scripted freshmen orientation that socially connects Link Leaders with
freshmen and allows the freshmen to make friends with one another (The Boomerang
Project, 2007). Freshmen are placed in small groups with Link Leaders, who then lead
activities that bring the group together socially. The leaders engage the freshmen in
lessons of life skills and resiliency. Also, during the orientation, the leaders acquaint
the freshmen with the campus by giving them a tour, teach them how to open a locker,
and give them personal tips on navigating the campus (The Boomerang Project, 2007).
A freshmen orientation eases fears of entering high school by allowing students to expe-
rience high school within safe and enjoyable boundaries (DuFour et al., 2004; Haviland,
2005; Mizelle, 2005). After the initial orientation, leaders maintain contact with the
ninth-grade students through informal communication, social activities, and structured
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 72
activities designed to use in the classroom that teach necessary skills for succeeding in
high school. The overall support is a product of the Link Crew program in effectively
improving behavior, academics, and student involvement (The Boomerang Project,
2007). Previous studies have shown that a student mentoring program significantly
decreased behavior problems at school (Stader & Gagnepain, 2000). An administrator
at School Site C noted:
We definitely used Link Crew as our model but tailored it to our school’s needs.
Link Crew is a great program but to maintain it and to continue calling it Link
Crew, you must have the funding to send your lead teachers to training each
year. Unfortunately, we don’t have that luxury so we started Freshmen Focus,
modeled after the Link Crew program.
Table 1 depicts administrators’ responses to the question regarding the compo-
nents of their site’s specific transition program. It is critical to point out that there was
one major theme when analyzing qualitative interview data—namely, the mentor–
mentee model. School Site A used the national Link Crew program model, which pairs
a group ninth-grade students with either juniors or seniors (Link Leaders) as role models
and mentors throughout the school year. Their most important role is played during
Freshmen Orientation, which is held prior to the school year opening.
School Site B used this same concept, finding outstanding junior and senior
mentors and assigning them a group of ninth-grade students through a class called
Freshman Advisory that is built into the master schedule. These students meet daily in
an advisement period designed with a highly detailed curriculum in mind. The
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 73
Table 1
Qualitative Interviews: Site Transition Program Model
School site Program used
A Link Crew mentor–mentee model: large freshmen orientation held on the
Friday prior to school year starting
B Freshmen Advisory mentor–mentee model: Large freshmen orientation
held 2–3 days prior to school year starting; each ninth-grade student
assigned to Freshmen Advisory class built into master schedule
C Freshmen Focus Advisory mentor–mentee model: Large freshmen orien-
tation called Warrior Welcome held on the Friday prior to school year
starting; academically struggling ninth graders assigned to specific
course in master schedule called iLead.
curriculum, led by a Freshmen Advisory teacher, focuses on positive student behaviors
for success including time management, study habits, getting involved on campus, and
being self-advocates for 1st-year success.
School Site C also used the same concept of ensuring that ninth-grade students
had upperclassmen to use as mentors. Calling their program Freshmen Focus, the
school site begins its leader–mentor selection process using student applications from
the prior school year. Holding trainings over the summer, upperclassmen are trained on
leadership skills to use with the new ninth-grade students in the following year. Stu-
dents are carefully selected based on their level of school connectedness, academic
achievement, and their ability to build relationships with their peers.
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 74
Other types of models include teacher advisory programs that serve as a vehicle
to engage all stakeholders in meeting the needs of adolescents. Jenkins (1992) noted
that advisement is one of the key components of personalized education. It is structured
to place a professional educator in close proximity to a student over an extended period
of time so that a caring relationship can be built. All students can benefit from the help
of caring adults. Advisory programs are designed to deal directly with the needs of ado-
lescents. Activities may range from informal interactions to the use of systematically
developed units whose organizing centers are drawn from common problems, needs,
interests, or concerns of students.
In addition to the previously mentioned successful models for ninth-grade
transition, a positive school climate supports students in their academic, social, and
emotional growth as well as makes them feel as if they belong instead of feeling alien-
ated and alone. To ensure that schools are meeting their goal, continuous climate
assessments should be used to evaluate the school climate from the students’ perspec-
tive. Hertzog et al. (1996) addressed the importance of having freshmen transition
programs at large high schools: “Educators know how important it is that students make
a comfortable transition into high school—especially since so many students decide
how long they’re staying in high school during their initial experiences” (p. 318).
Research Question 2
What do school site leaders see as critical components that lead to successful
transition programs?
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 75
Research (Ganeson & Ehrich, 2009) has indicated that implementing a freshmen
transition program could be part of the solution to producing college-ready students.
Langenkamp (1999) reported that although there is a strong correlation between transi-
tion and achievement loss, transition is inevitable. Finding ways to ease the transition
process and making the change seem effortless could be the key to one of the most
significant hurdles in American education. Perhaps a freshmen transition program can
be an intervention that proves to be a necessity in all high schools. The overarching
goal of a transition program should be to keep freshmen on track to graduate and pre-
vent them from dropping out of school (Cauley & Jovanovich, 2006).
The qualitative data gathered for this study clearly pointed to four major themes
of critical pieces necessary for a successful freshmen transition program: (a) dedicated
staff to support the program, (b) highly qualified trained upperclassmen to serve as
leaders-mentors to incoming ninth-grade students, (c) a thorough and engaging fresh-
men orientation event; and (d) year-long activities and support built into the school year
to help support ninth-grade students. Table 2 depicts the data gathered through observa-
tions and interviews at all three school high schools used in this study to support the
four common themes listed as critical components to a successful and effective transi-
tion program.
In each interview conducted for this study, year-long activities were mentioned
as one of the most important components to a successful transition program. Adminis-
trators felt that one cannot run a successful transition program when one only allows
students to interact during a large freshmen orientation event and that smaller, more
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 76
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 77
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 78
focused events must take place throughout the year. In an interview with an administra-
tor at School Site B, it was stated that
you have to connect with your ninth-grade class regularly. We have counselors
that really reach out to students, and not just struggling ones. You have to con-
stantly remind your freshmen class that there are people on campus who care
about them.
An administrator at School Site A commented:
It’s amazing to see kids get together 5 months into the school year and already
have that developed bond with each other. I’ve seen Link Leaders that have
stayed close friends with their ninth-grade student group for years, staying in
touch even after they graduate. This is why organizing social events for Link
Leaders and their ninth-grade groups is so important—they have that chance to
bond and connect.
The research conducted for this study showed that careful planning throughout
the year with transition program stakeholders has led to a positive school climate and a
decrease in behavior and discipline issues, thus allowing administration and counselors
to focus more on student achievement than on daily discipline issues.
Research Question 3
What administrative promising practices do ninth-grade teachers find effective
in addressing ninth-grade transition in high school?
Research finds that weak teacher–student relationships severely limit students’
opportunities to learn (Cooper & Liou, 2007). Successfully transitioning middle school
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 79
students to high school should not be the work of one person but rather the mission of a
team (Mizelle, 2005), involving all members of a high school community—students,
parents, teachers, counselors, and administrators (Cauley & Jovanovich, 2006; Mizelle,
2005). Accordingly, in order to successfully transition students into high school, the
middle school and high school administrations, counselors, and teachers must work
with students and parents together to focus on the academic, social, cocurricular, and
logistics of a high school (Cauley & Jovanovich, 2006; Hertzog & Morgan, 1999;
Mizelle, 2005); therefore, the strong presence of leadership among school staff is
important. A significant factor in facilitating successful transition is the student–teacher
relationship. Newman et al. (2000) recommended that if high schools are serious about
student achievement, they must make sure that every student has at least one important
adult who is committed to his or her academic success and knows how to support that
child’s learning. For students who may not have support at home, teachers are often the
ideal candidates to fulfill this role.
Greenwood (1992) noted that effective mentoring programs must include a
knowledgeable coordinator to meet with participants often support for the program by
administrative staff, in addition to proper selection, training, and supervision of men-
tors. Teachers are critical leaders when establishing a successful mentoring program
that matches mentors and mentees and provides training, guidance, and follow-up
throughout the year. Although teachers have a great influence on students, as they see
and interact with them often, counselors must take time to seek students out.
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 80
Table 3 depicts teachers’ responses to qualitative interview questions asked with
respect to their personal priorities of promising practices on the part of administrators
within the site’s ninth-grade transition program. After interviewing and observing a
dozen ninth-grade teachers at all three school sites involved in this study, the following
administrative practices were most evident when coding qualitative data: (a) administra-
tor visibility, (b) administrator flexibility, and (c) administrator buy-in and belief in the
transition program.
Administrator visibility is important not only during the school day but at each
and every ninth-grade activity. Teachers felt that in order for a ninth-grade transition
program to be successful, administrators on campus must be active participants and
observers at each event. One teacher stated in her interview that
it is important for them to be present so that students can start becoming familiar
with administration, counselor, and the dean. They need to know who they are,
recognize their faces, and be able to see who their leaders are on campus.
Another teacher stated that
our administration is so supportive of our program. There is at least one of them
at every single freshmen event we hold. I think it shows the kids that their
administrators care about them and that they are here to help them not just be
disciplinarians.
Administrator flexibility was defined by two teachers as the administrator’s
ability to “go with the flow” when working with a freshmen transition program. Often
decisions have to be made at the administration level. It is important to seek the opinion
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 81
Table 3
Teachers’ Responses Regarding Promising Practices of Administrators for Ninth-
Grade Transition Program
% teachers interviewed naming
Administrators’ promising practices mentioned practice as priority
Buy-in, belief in program 92.3
Flexibility 76.9
Visibility 69.2
Organization 61.5
Trust in staff 53.8
Deep understanding of program components 53.8
Providing ongoing feedback 53.8
Communication skills 46.2
Building meaningful relationships with students 38.4
Progressive discipline 38.4
Kindness 15.3
Participation in freshmen activities 15.3
Open minded 15.3
Creative solutions to resource needs 7.6
Note. Number of teachers interviewed = 13.
of lead teachers working with the site’s ninth-grade transition program. In an observa-
tion done at School Site B, the researcher observed a meeting involving the lead teach-
ers and administration planning for the upcoming freshmen orientation event. It was
clear to the observer that every decision made during this meeting was in consultation
with the ninth-grade lead teachers involved. The administrator stated in her interview
that
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 82
the lead teachers are the ones on the front line with the students. It would make
sense to find to not only find dedicated teachers to lead your transition program
but to involve them in consensus building to enhance your program.
Teachers also discussed administrator flexibility in funding and decision mak-
ing. Without proper funding, transition programs rely on parent, student, and teacher
donations, not only for resources but for time as well. When asked about administration
flexibility in funding at School Site A, a teacher responded:
Make sure you have the resources to do everything you want with the program.
You need a core group of teachers who are willing to take this on for the love of
kids . . . not for money or a free prep period in their schedule. Letting us teach-
ers know how valuable we are to the program is so important. Our assistant
principal and principal set aside a portion of our site budget for Link Crew. We
couldn’t have a high-functioning program without their financial commitment
and flexibility.
At School Site C, a teacher discussed administrator flexibility:
They [administrators] have to be able to work with kids and understand and have
that flexibility. There are some that are strict, by the book, and tend to be more
inflexible. When you are open and a little more accommodating, that is what
makes your program run smoothly and with success.
The last consistent answer to research question 3 was administrators’ buy-in and
belief that their freshmen transition program was a crucial part of their campus climate.
Without administrator support, ninth-grade transition programs could not be effective.
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 83
All teachers interviewed for this study stated that the support and trust that have been
given to them by their administration were key to a successful program. A teacher at
School Site B commented:
Without buy-in from admin, you can’t really run a successful program that
works. You need them to help you make decisions and be able to help with
creative funding ideas if necessary. Our administration has 100% buy-in to our
program and it shows in the way they interact with ninth-grade students, not to
mention the amount they now spend having to discipline the ninth graders is so
much less than it has been in the past because they understand and participate in
all the freshmen activities. They know which students to build relationships
with.
It is important to note that all teachers interviewed felt a close working relation-
ship to the site administrator overseeing their ninth-grade transition program. Eighty-
five percent of the teachers interviewed stated that their administration fully supported
them as lead teachers to the program, both with time and with resources. The qualita-
tive data gathered showed that administrator visibility, flexibility, and support were the
key characteristics needed by site leaders to ensure that a ninth-grade transition program
effectively met the needs of ninth-grade students.
Research Question 4
What are the critical components of leadership evident in successful transition
programs?
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 84
Using qualitative data from interviews and observations made, four themes
emerged as being the most critical components of leadership in successful transition
programs at the sites used in this case study: (a) the ability delegate and trust other staff
on campus to coordinate and implement the program effectively; (b) being visible on
campus and accessible to students, parents, and staff; (c) the ability to build meaningful
and caring relationships with students; and (d) working with the central office to maxi-
mize the use of financial resources to support transition programs. Figure 5 depicts
administrators’ responses to the top three promising practices employed by administra-
tion at the three sites involved in this study.
Effective leadership can move organizations from current to future states; create
visions of potential opportunities for organizations; instill within employees commit-
ment to change; and instill new cultures and strategies in organizations that mobilize,
add, focus, energy and resources. Warren Bennis, a world-renowned researcher, stated
that “leaders assume responsibilities for reshaping organizational practices to adapt to
environmental changes. They direct organizational changes that build confidence and
empower their employees to seek new ways of doing things” (p. 36). Strong leadership
must be present in any transition program in order to see significant results.
When asked about effective leadership strategies needed by administration, the
principal of School Site A noted that
it is extremely crucial to get the right people on board. If you don’t have strong
lead teachers working with you on implementing a great program, then the
results won’t produce success. As an administrator you need to trust and
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 85
Administrator Promising Practices
A
1. Appropriate staffing
2. Flexibility
3. Knowing your students
B
1. Creative use of resources
2. Trust in staff
3. Willingness to change
C
1. Open-mindedness
2. Communication with lead teachers
3. Organization in schedule
D
1. Visibility
2. Stakeholder communication
3. Enthusiasm for site’s program
E
1. Creative use of funds, resources
2. Visibility
3. Communication skills
F
1. Communication
2. Knowledge of site program components
3. Visibility among students
Figure 5. Qualitative interviews: Administrators’ responses to top
three promising practices.
empower your staff, especially those who take on extra duties and work on
programs like Link Crew to make your campus a better place.
He further stated:
The way that I see my role with Link Crew is to be there. By that I mean, be
there at events, be there for my staff, be there for the students. When the
students see you as an active participant in school activities, you are modeling
the school connection.
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 86
Leadership has been defined as the “skills needed to motivate people to act
based on the growth and fulfillment of the mission of the organization” (Eicher-Catt,
2005, p. 9). McGowan and Miller (2001) argued that in this ever-changing time of
education, those individuals who are put in the position to lead a school or school
district have learned only to be administrative managers as opposed to true leaders.
They summarized that good administration-management is successful at focusing on the
maintenance of a school or district, while true leaders are able to influence others to
change their thinking and focus on improvement of a given situation.
The problem of student achievement in the freshman year of high school is
generally impacted by how successful the student transitions into his or her new school.
Given this information, administrators should try to acknowledge transition program-
ming as having an important place in their school setting to promote and nourish the
transition into high school. Although the results of transition and mentor programming
have been favorably used in the transition process, there has been little research on the
perceptions of high school principals regarding its importance and connection to aca-
demics and social adjustment. Research has indicated that principals feel that transi-
tions are very important to peer relations, social well-being, retention, discipline, aca-
demic success, and staying in school (Grossman & Garry, 1997). Administrators see
the highest amount of referrals, truancy, retention, and discipline issues in the ninth
grade.
In an interview conducted at School Site C, the administrator reported:
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 87
We have definitely seen a change in the amount of suspensions among our
freshmen. I really think that over the last 5 years, specifically, this has decreased
due largely in part to Freshmen Focus and the work they’ve done on our campus
and with our students.
High school administrators feel that freshmen should participate in transition
activities both before and during their freshmen year (Legters & Kerr, 2001). Funding
issues were reportedly a major concern for administrators. Although a program involv-
ing peers mentoring other peers does not necessarily need funds to run effectively, it is
the perception of principals that funding is always needed when taking on a new initi-
ative to increase achievement in a school. Grossman and Garry (1997) showed that
administrators were going beyond the freshmen tour and orientation and were thinking
outside the box about ways in which to connect students to their new school. Adminis-
trators reported that their transition program was effective in other ways, such as help-
ing with truancy, grades, and retention issues, all of which were reported in the larger
field of research as well.
The research indicated that high school administrators understand transition
programming and its importance and connection to academics and social adjustment. It
also supports the claim that principals understand the adjustment issues that the
freshman year can pose, as well as academic implications when students do not demon-
strate success.
Administrators need to be willing to commit the time and energy into searching
out the kind of program that would help meet the needs of their specific population.
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 88
Administrators must also be willing to utilize and implement parts of specific programs
and omit others to meet their needs accordingly. In addition, high school principals
need to reach out to middle school principals in their district to coordinate the transition
efforts (Barber & Olsen, 2004). The role of the administrator in the transition program
is crucial, as these individuals are the main source of leadership driving the program
forward for effective change.
Summary
Findings gathered in this study demonstrated that administrators and teachers
observed and interviewed cited a wide variety of leadership strategies that they had
employed to achieve success within their site’s ninth-grade transition program. The
data suggested the following findings related to the four research questions:
1. For question 1 regarding what encompassed a freshmen transition program
and what types of programs were available to large high schools, research in this study
has shown that freshmen transition programs can be created either at the school site or
by using a national curriculum created by an outside organization such as Link Crew,
established by The Boomerang Project (2007). Freshmen transition programs follow a
mentor–mentee model, with older students serving as mentors to the ninth-grade stu-
dents. These students participate in some form of leadership training in order to be
effective leaders at their school sites. Additionally, ninth-grade transition programs all
involve some form of “kick-off” activity, usually taking place prior to the opening of the
school year to welcome the new ninth-grade students.
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 89
2. For question 2, regarding what school site leaders saw as critical components
that led to successful transition programs, the qualitative data gathered found four major
components that must be present in an effective ninth-grade transition program. The
administrators interviewed for this study listed many effective components, with the
following being the most critical: (a) proper leadership training (for both adults and
students), (b) the use of older students as peer mentors for ninth-grade students; (c) a
well-executed freshmen orientation event prior to the start of school; and (d) practices
built into the remainder of the school year to continuously help support ninth-grade
students all year long.
3. Question 3 dealt with what promising practices of administrators ninth-grade
teachers found effective in addressing ninth-grade transition in high school. Using the
qualitative data gathered through interviews and observations, three major themes were
found as effective ways to support ninth-grade transition from the perspective of ninth-
grade teachers: (a) administrator visibility, (b) administrator flexibility, and (c) adminis-
trator buy-in and/or support of the program.
4. Question 4 dealt with the critical components of leadership evident in suc-
cessful transition programs. In this study, six site administrators were interviewed in
depth about their involvement level within their school site’s ninth-grade transition
program. Four major themes were found during the analysis of the qualitative data: (a)
the ability delegate and trust other staff on campus to coordinate and implement the
program effectively; (b) being visible on campus and accessible to students, parents, and
staff; (c) the ability to build meaningful and caring relationships with students; and (d)
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 90
working with the central office to maximize the use of financial resources to support
transition programs. It was clear that administrators must determine how a transition
program would fit best into the organizational structure of their school, such as the
school’s schedule, staffing assignments, and funding resources.
Chapter 5 follows with a summary of the research study including conclusions,
implications, and suggestions for further research.
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 91
Chapter 5
Summary, Recommendations, and Conclusions
At the launch of each school year, high schools across the country are faced with
the challenge and duty of ensuring that ninth-grade students transition from middle to
high school successfully and with ease. A student’s ninth-grade year can be one of the
most crucial indicators for future academic success. These ninth-grade experiences can
determine whether a student will continue throughout the 4 years of high school and
achieve college and career readiness or will join the national dropout statistics (Bot-
toms, 2004). More than one failing grade in a core academic course at the end of a
student’s 1st semester is a clear indicator that the student is not on track to graduate
(Allensworth & Easton, 2005).
Researchers have found that creating a personalized feeling of high school
transition for the developmentally unique ninth grader can lead to academic success
(Klem & Connell, 2004). The bottom line to this problem was clearly stated by Black
(2004), who noted that without proper intervention and solutions strategies, the ninth
grade would “continue to drift” and “mirror the worst of outmoded high school prac-
tices that do little to foster positive learning for all students” (p. 43).
This chapter provides a summary of the study, including a statement of the
problem, purpose of the study, research questions, and a review of the literature and
methodology used, followed by findings related to the four research questions. In
closing, implications and recommendations for future study will be detailed.
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 92
Summary
Statement of the Problem
Studies have shown that more students fail their ninth-grade year more often
than any other grade in high school (NAEP, 2006). During transition years, students are
expected to take on more responsibility for managing their own time, and greater auton-
omy is expected as students advance from one grade level to another. Much research
has been conducted in an effort to find proper successful transition programs, systems,
and organization to reduce the challenges that the 1st year of high school brings for
most students when transitioning into the ninth grade. Student transition directly affects
a student’s sense of belonging, self-esteem, and self-actualization. When students are in
a familiar environment and have adult support, they can be perceived to be much more
balanced and successful (Seidman et al., 1994).
The aim of this study was to explore the leadership strategies and practices of
school leaders who were involved with successful freshmen transition programs that
demonstrated an increase in ninth-grade student achievement. By understanding the
involvement and successful strategies of leaders within successful freshmen transition
programs, current and aspiring leaders can benefit from these best practices. In addi-
tion, high school administrators seeing an achievement gap in ninth-grade students
might be empowered to more fully support the implementation of freshmen transition
programs.
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 93
Purpose of the Study Restated
The purpose of this study consisted of two intertwined components. The
primary purpose study was to research and identify the promising practices of school
site leaders at large high schools that implement a successful ninth-grade transition
program. The secondary purpose was to understand what encompasses a successful
high school transition program and the role of site administration within the implemen-
tation of the program. To meet the purpose of the study, the following research ques-
tions were investigated:
1. What encompasses a freshmen transition program, and what types are avail-
able to large high schools?
2. What do school site leaders see as critical components that lead to successful
transition programs?
3. What promising practices do ninth-grade teachers find effective in addressing
ninth-grade transition in high school?
4. What are the critical components of leadership evident in successful transi-
tion programs?
Literature Review
The review of the literature sought to capture relevant knowledge relating to the
background and context of successful ninth-grade transition programs. Four major
themes related to successful ninth-grade transition programs emerged from the litera-
ture: (a) the significance of transition including effectiveness and related consequences;
(b) the correlation between ninth-grade transition and academic achievement; (c) the
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 94
importance of school connectedness; and (d) the effectiveness of site leadership within
transition programs including administration, teachers, counselors, and peer leaders.
Transition is an inescapable occurrence for students during their educational
journey from elementary school through high school and is defined as the process or
period of changing from one state or condition to another (Caldwell, 2007). Decreasing
the number of transitions is a goal for many educational experts. Research has indicated
that not having access to a program or event that helps students adjust to a new environ-
ment, they will most likely experience short- and long-term consequences as a result
(Jacobs, 2012). Students who have positive transition experiences will have a better
chance of academic success at this level of their academic journey (Grillo, 2012). The
nationwide average of students in ninth grade failing their freshmen courses was 19%
(Curran Neild, 2009).
While research has demonstrated the significance of extracurricular activities in
helping students to feel a sense of school connectedness and belonging (Mahoney et al.,
2005), these activities are also valuable ways for students to learn underlying curricula
and build important peer groups that are needed for social support (Brondino & Linney,
1993). Research has shown that students need to feel connected to their school and that
once the connection is achieved, they are able to excel more and drop out less (Comer,
2005). The importance of school connectedness has valuable outcomes in the school, in
the community, and in the lives of individual students. Students who establish a per-
sonal relationship with adults are less likely to drop out of school than peers who did
not have a personal relationship (Karcher & Lindwall, 2003; Wehlage et al., 1990).
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 95
Students recognize when adults care for them and respond positively to this situation.
Effective transition programs effectively reach the social, academic, and procedural
needs of ninth graders (Cauley & Jovanovich, 2006; Hertzog & Morgan, 2001). In turn,
as more students achieve success in their 1st year of high school, fewer will drop out
(Bottoms, 2004; McIntosh & White, 2006). Research has indicated that implementing a
freshman transition program could be part of the solution to producing better and more
quality students (Ganeson & Ehrich, 2009).
Successfully transitioning middle school students to high school should not be
the work of one person but rather the mission of a team (Mizelle, 2005) that involves all
members of a high school community—students, parents, teachers, counselors, and
administrators (Cauley & Jovanovich, 2006; Mizelle, 2005). Bridge programs must
also not forget to involve the input of the most important person in this whole process,
the student (Cauley & Jovanovich).
As revealed by the literature review, times of transition can be stressful and the
feelings of transitioning to a new building at the high school level can be daunting
(Roderick, 1993). It appears that students are both excited at the prospect of change and
also concerned about being picked on and teased by older students, having harder work,
making lower grades, and getting lost in a larger and unfamiliar school (Akos &
Galassi, 2004a). Young adolescents view friendships and social interactions as being
enormously important, and their transition to high school poses a threat of disruption to
the social networks that they have worked so hard to create, thus interfering with school
success (Ellas, 2001).
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 96
Summary of Methodology
The methodology that was employed for this study was a multimethod, qualita-
tive approach. An interview and observation protocol was designed with the under-
standing that search questions would be best answered by collecting firsthand informa-
tion from administrators currently implementing a ninth-grade transition program at
their school site. Qualitative data also provided rich information that allowed the re-
searcher to understand the elements and program components that lead to successful
ninth-grade transition programs (Maxwell, 2005; Merriam, 2009).
The unit of analysis in this study was high school site administrators implement-
ing successful ninth-grade transition programs. Purposeful criterion sampling was used
to identify school sites for qualitative inquiry. The participants in the specific interview
protocol for this study were high school administrators working in large schools that
had implemented a ninth-grade transition program for over 2 years.
The predominant method used to gather data for this study was in-depth inter-
views with administrators at three school sites. The researcher designed the interview
protocol for high school administrators (i.e., principals and assistant principals) who
had implemented a ninth-grade transition program on campus for 2 or more years and
had seen an increase in ninth-grade student achievement (see Appendix A). The re-
searcher also designed an interview protocol for ninth-grade teachers at selected school
sites (see Appendix B).
In developing the observation protocol (see Appendix C), the object was to
begin answering the four research questions being studied, which centered on leadership
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 97
strategies and components of successful transition programs. Two observations were
done at each high school site, making sure to capture different aspects of the transition
program and its functions. It is important to note that each observation focused on the
role of the administrator present at the time of the observation.
Data from all interviews were transcribed and analyzed for patterns and themes
that related to the research questions. The comments of the interviewees were carefully
considered and synthesized in an effort to capture the voices and experiences of the
school administrators within ninth-grade transition programs. Observation notes were
also coded and analyzed to find patterns and themes related to the research questions.
Key Findings
In the discussion below, key findings from the data presented in Chapter 4 are
discussed in order by research question and in light of the literature on the topics.
Research question 1 asks, What encompasses a freshmen transition program,
and what types of programs are available to large high schools? Research in this study
has shown that freshmen transition programs can be created either at the school site or
by using a national curriculum developed by an outside organization, such as by The
Boomerang Project’s (2007) Link Crew. Freshmen transition programs follow a men-
tor–mentee model, with older students serving as mentors to the ninth- grade students.
These students participate in some form of leadership training in order to be effective
leaders at their school sites. Additionally, ninth-grade transition programs all involve
some form of “kick-off” activity, usually taking place prior to the opening of the school
year, to welcome the new ninth-grade students.
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 98
Research question 2 asks, What do school site leaders see as critical compo-
nents that lead to successful transition programs? The qualitative data gathered found
four major components that must be present in an effective ninth-grade transition
program. The administrators interviewed for this study listed many effective compo-
nents, with the following being the most critical: proper leadership training (for both
adults and students), the use of older students as peer mentors for ninth-grade students,
a well-executed freshmen orientation event prior to the start of school, and practices
built into the remainder of the school year to continuously help support ninth-grade
students year-long.
Research question 3 asks, What promising practices do ninth-grade teachers
find effective in addressing ninth-grade transition in high school? Using the qualitative
data gathered through interviews and observations, three major themes were found as
effective ways to support ninth-grade transition from the perspective of ninth-grade
teachers: (a) consistent monitoring of academic achievement; (b) early interventions;
and most importantly, (c) creating meaningful relationships with students.
Research question 4 asks, What are the critical components of leadership evi-
dent in successful transition programs? In this study, six site administrators were inter-
viewed in depth about their involvement level within the school site’s ninth-grade
transition program. Four major themes were found during the analysis of the qualitative
data: (a) the ability to delegate and trust other staff on campus to coordinate and imple-
ment the program effectively; (b) being visible on campus and accessible to students,
parents, and staff; (c) the ability to build meaningful and caring relationships with
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 99
students; and (d) working with the central office to maximize the use of financial
resources to support transition programs. It was clear that administrators must deter-
mine how a transition program would fit best into the organizational structure of the
school, such as the school's schedule, staffing assignments, and funding resources.
Selecting staff members who can work together and bring a level of enthusiasm to such
a critical program is essential.
Recommendations for Future Research
Although successful models are difficult to duplicate, this study suggests that
administrators engage in many of the same strategies in the implementation of ninth-
grade transition programs. The identification of common strategies can provide guid-
ance to administrators as they consider how most effectively to meet the transition
needs of their incoming ninth-grade students from feeder middle schools. In addition,
the findings can be used by high schools to help increase awareness about the needs of
students in their 1st year of high school and the conditions required for success. With
high demands for student achievement in the nation, the researcher recommends that the
following be considered for future study to expand the context of the current study:
1. Additional qualitative case studies of successful ninth-grade transition
programs are needed to provide administrators with more effective leadership strategies
to help students make the transition to high school.
2. Quantitative research is needed to show the correlation and effects of positive
ninth-grade transition and student academic performance and level of school connected-
ness. This study only reported qualitative findings based on a case study done at three
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 100
high schools; further case studies should be analyzed to verify a strong correlation
between these two factors.
3. Studies on the long-term effects of positive and negative transitions are
needed that specifically show how students have performed in later grades and the
impact on their graduation and retention rates.
4. Further qualitative and quantitative research is needed to fully explore spe-
cific leadership strategies employed not only by administrators but also by teacher
leaders, counselors, and peer mentors within ninth-grade transition programs.
Conclusions
This study aimed (a) to identify promising practices employed by administrators
in large high schools who had implemented successful ninth-grade transition programs
and the key components of their programs and (b) to provide recommendations for
future research in this area. The findings suggest that to meet the academic and social
needs of adolescents transitioning from middle school to high school, proper support
must be in place to ensure that students face their 1st year of high school successfully.
As revealed by the literature review, times of transition can be stressful and the feelings
of transitioning to a new building at the high school level can be daunting (Roderick,
1993). Young adolescents view friendships and social interactions as being enormously
important, and their transition to high school poses a threat of disruption to the social
networks that they have worked so hard to create, thus interfering with school success
(Ellas, 2001).
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 101
A vital transition program must include activities that will provide incoming
students with activities that give them the opportunity to develop positive relationships
with older students and other incoming students (Chapman & Sawyer, 2001). These
positive interactions were evident in the three programs studied in this dissertation.
Accordingly, in order to successfully transition students into high school, the middle
school and high school administrations, counselors, and teachers must work with
students and parents together to focus on the academic, social, cocurricular, and proce-
dural bearings of a high school (Cauley & Jovanovich, 2006; Hertzog & Morgan, 1999;
Mizelle, 2005). The transition from middle to high school must include activities to
support the students in developing positive relationships and social supports (Hertzog et
al., 1996) and should include support throughout the school year.
In summary, there has been much research done on the success of transition
programs, why they are beneficial and should be implemented at the high school level,
and what components comprise a successful transition program. The research done for
this dissertation should supplement the existing literature available on the benefits of a
strong ninth-grade transition program and the leadership necessary to make it success-
ful. This study reveals that high school leaders must have the necessary drive needed to
help support ninth-grade students in their 1st year of high school by providing strong
support, making meaningful relationships, and ensuring that resources are being maxi-
mized to enhance program elements. With the proper tools and people in place, ninth-
grade transition programs decrease the risk of student dropout and increase student
success and school connectedness.
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 102
References
Act for Youth of Excellence (2009). School connectedness. Retrieved from http://www
.actforyouth.net/?schoolConnectedenss
Akos, P., & Galassi, J. (2004a). Gender and race as variables in psychosocial adjust-
ment to middle and high school. Journal of Educational Research, 98, 102–108.
Akos, P., & Galassi, J. (2004b). Middle and high school transitions as viewed by stu-
dents, parents, and teachers. Professional School Counseling, 7, 212–221.
Akos, P., Lim, S., Smith, J. S., & Wiley, S. (2008). Student and stakeholder perceptions
of the transition to high school. High School Journal, 91(3), 32–42.
Allen, R. (2001). Passages to learning: Schools find ways to help students make transi-
tions. Education Update, 43(7), 1–4.
Allensworth, E., & Easton, J. (2005). The on-track indicator as a predictor of high
school graduation. Retrieved from http://ccsr.uchicago.edu/sites/default/files/
publications/p78.pdf
Alspaugh, J. W. (1998a). Achievement loss associated with the transition to middle
school and high school. Journal of Educational Research, 92(1), 20–25.
Alspaugh, J. W. (1998b). The relationship of school-to-school transitions and school
size to high school dropout rates. High School Journal, 81, 154–160.
Alspaugh, J. W. (2000). The effect of transition grade to high school, gender, and grade
level upon dropout rates. American Secondary Education, 29(1), 2–9.
Arnett, J .J. (1999). Adolescent storm and stress, reconsidered. American Psychologist,
54, 317–326.
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 103
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive the-
ory. Englewood, NJ: Prentice-Hall.
Bany, M., & Johnson, L. (1975). Educational social psychology. New York, NY:
Macmillan.
Barber, B. K., & Olsen, J. A. (2004). Assessing the transitions to middle and high
school. Journal of Adolescent Research, 19(1), 3–30.
Barkley, S. (2007). Collaboration between eighth and ninth grade. Performance learn-
ing systems. Retrieved from http://blogs.plsweb.com/2007/09/collaboration-
between-8th-and-9th.html
Barone, C., Aguirre-Deandreis, A. I., & Trickett, E. J. (1999). Mean-ends problem-
solving skills, life stress, and social support as mediators of adjustment in the
normative transition to high school. American Journal of Community Psychology,
19, 207–225.
Bennis, W. (2003). Leaders: The strategies for taking charge. New York, NY: Harper
Collins.
Bennis, W., & Goldsmit, J. (2003). Learning to lead: A workbook on becoming a lead-
er. New York, NY: Basic Books.
Black, S. (2004). The pivotal year. American School Board Journal, 191(2), 42–44.
Blyth, D., Simmons, R., & Carlton-Ford, S. (1983). The adjustment of early adolescents
to school transitions. Journal of Early Adolescence, 3, 105–120.
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 104
Bogdan, R. C., & Biklen, S. K. (2003). Qualitative research for education: An introduc-
tion to theory and methods. San Francisco, CA: Jossey-Bass.
Bolman, L., & Deal, T. (1997). Reframing organizations. San Francisco, CA: Jossey-
Bass.
The Boomerang Project. (2007). Link Crew coordinator handbook. Santa Cruz, CA:
Author.
Bottoms, G. (2004). 10 strategies for raising achievement and improving high school
completion rates. Atlanta, GA: Southern Regional Education Board. (ERIC Docu-
ment Reproduction Service No. ED485279)
Bridgeland, J., Dilulio, Jr., J., & Morison, K. (2006). The silent epidemic: Perspectives
of high school dropouts (Report prepared for the Bill & Melinda Gates Founda-
tion). Washington, DC: Civic Enterprises.
Brondino, M. J., & Linney, J. A. (1993). School transitions among youth at risk for sub-
stance abuse. National Institute on Drug Abuse, 1(15), 12–26.
Brown, R. S. (1995). Mentoring at risk students: Challenges and potential (Report No.
CG026789). Toronto, ON, Canada: Toronto Board of Education. (ERIC Document
Reproduction Service No. ED391138)
Caldwell, T. W. (2007). Evaluation of a ninth-grade transition program (Unpublished
doctoral dissertation). Capella University, Minneapolis, MN.
California Department of Education. (2013). Data collection & reporting. Retrieved
from http://www.cde.ca.gov/sp/se/ds/
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 105
Cauley, K. M., & Jovanovich, C. D. (2006). Developing an effective transition program
for students entering middle school or high school. The Clearing House, 80(1), 15–
25.
Chapman, M., & Sawyer, J. (2001). Bridging the gap for students at risk of school
failure: A social work-initiated middle to high school transition program. Children
and School, 23, 235–241.
Christensen, D. (2003, October). Time to rethink the high school experience. NCSA
Today, n.v., 1, 9.
Christenson, S. L., Sinclair, M. F., & Thurlow, M. L. (2005). Promoting school com-
pletion of urban secondary youth with emotional or behavioral disabilities. Excep-
tional Children, 71, 465–482.
Comer, J. P. (2005). Child and adolescent development: The critical missing focus in
school reform. Phi Delta Kappan, 86, 757–763.
Cooper, R., & Liou, D. D. (2007). The structure and culture of information pathways:
Rethinking opportunity to learn in urban high schools during the ninth grade transi-
tion. High School Journal, 91(1), 43–56.
Creswell, J. W. (2002). Planning, conducting, and evaluating quantitative and qualita-
tive research (2nd ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating
quantitative and qualitative research (3rd ed.). Upper Saddle River, NJ: Pearson.
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 106
Curran Neild, R. (2009). Falling off the track during the transition to high school. Amer-
ica’s High Schools, 19(1). Retrieved from http://futureofchildren.org/publications/
journals/article/index.xml?journalid=30&articleid=38§ionid=78&submit
Dembo, M., & Eaton, M. (2000). Self-regulation of academic learning in middle school
levels. Elementary School Journal, 100, 473–489.
Dopp, J., & Block, T. (2004). High school peer mentoring that works! Teaching Excep-
tional Children, 37(1), 56–62.
DuFour, R., DuFour, R., Eaker, R., & Karhanek, G. (2004). Whatever it takes: How
professional learning communities respond when kids don’t learn. Bloomington,
IN: Solution Tree.
Eccles, J. S., Midgley, C., Buchanan, C., Wigfield, A., Rueman, D., & MacIver, D.
(1993). Development during adolescence: The impact of stage/environment fit on
young adolescents’ experiences in school and families. American Psychologist, 48,
90–101.
Eicher-Catt, D. (2005). The myth of servant-leadership: A feminist perspective. Women
and Language, 28(1), 17–25.
Ellas, M. (2001). Middle school transition: It’s harder than you think. National Associa-
tion of Elementary School Principals (NAESP) Journal. Retrieved from http://www
.eastlongmeadow.org/ Schools/ms10.pdf
EPE Research Center. (2010). High school graduation rates. Available from http://
eperc.org
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 107
Erickson, F. (1984). What makes school ethnography “ethnographic”? Anthropology
&Education Quarterly, 15, 51–66. Retrieved from http://www.indiana.edu/
~educy520/sec5982/week_4/erickson84.pdf
Ganeson, K., & Ehrich, L. (2009). Transition into high school: A phenomenological
study. Educational Philosophy and Theory, 41(1), 60–78.
Greenwood, C. (1992). The class-wide peer tutoring program: Implementation factors
moderating students’ achievement. Journal of Applied Behavior Analysis, 25, 101–
116.
Grillo, S. (2012). Perceptions of high school principals about the importance of the 9th
grade transition and peer mentor programs (Unpublished doctoral dissertation).
University of Massachusetts, Lowell.
Grossman, J. B., & Garry, E. M. (1997, April). Mentoring: A proven delinquency
prevention strategy. Juvenile Justice Bulletin, n.v., 1–7. Retrieved from
https://www.ncjrs.gov/ pdffiles/164834.pdf
Haviland, J. E. (2005). For freshmen only. Principal Leadership, 6(3), 28–31.
Hertzog, C. J., & Morgan, P. L. (1998). Breaking the barriers between middle school
and high school: Developing a transition team for student success. NASSP Bulletin,
82(597), 94–98.
Hertzog, C. J., & Morgan, P. L. (1999, January-February). Making the transition from
middle level to high school. High School Magazine, 6(4), 26–30.
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 108
Hertzog, C. J., & Morgan, P. L. (2001). Designing comprehensive transitions. Principal
Leadership, 1(7), 10–18. Retrieved from http://www.nassp.org/portals/0/content/
48107.pdf
Hertzog, C. J., Morgan, P. L., Diamond, P. A., & Walker, M. J. (1996). Transition to
high school: A look at student perceptions. Becoming, 7(2), 6–8.
Hirschi, T. (1969). Causes of delinquency. Berkeley, CA: University of California
Press.
House, R. M., & Martin, P. J. (1998). Advocating for better futures for all students: A
new vision for school counselors. Education, 119, 284–291.
Jacobs, J. (2012) The middle school Plunge. Education Next, 21(3), 12–13.
Jenkins, J. M. (1992). Personalized education through advisement. International Jour-
nal of Educational Reform, n.v., 73–75.
Jett, D. L., & Pulling, D. N. (1995). Preparing high schools for eighth graders. Educa-
tion Digest, 60(7), 19–22.
Karcher, M., & Lindwall, J. (2003). Social interest, connectedness, and challenging ex-
periences: What makes high school mentors persist. Journal of Individual Psychol-
ogy, 59, 293.
Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to
student engagement and achievement. Journal of School Health, 74, 262–273. doi:
10.1111/j.1746-1561.2004.tb08283.x
Langenkamp, A. (1999). Following different pathways: Social integration, achievement,
and the transition to high school. American Journal of Education, 116(1), 69–98.
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 109
Lee, V. E., & Smith, J. (2001). Restructuring high schools for equity and excellence:
What works. New York, NY: Teachers College Press.
Legters, N., & Kerr, K. (2001). Easing the transition to high school: An investigation of
reform practices to promote ninth grade success. Cambridge, MA. Center for
Social Organization of Schools.
Letrello, T., & Miles, D. (2003). The transition from middle school to high school. The
Clearing House, 76(4), 212–214.
MacIver, D. J., & Epstein, J. L. (1991). Responsive practices in the middle grades:
Teacher teams, advisory groups, remedial instruction, and school transition pro-
grams. American Journal of Education, 99, 587–622.
Mahoney, J., & Cairns, R. (1997). Do extracurricular activities protect against early
school dropout? Developmental Psychology, 33, 241–253.
Mahoney, J., Lord, H., & Carryl, E. (2005). An ecological analysis of after-school
program participation and the development of academic performance and motiva-
tional attitudes for disadvantaged children. Child Development, 76, 811–825.
Maslow, A. H. (1970). Motivation and personality (2nd ed.). New York, NY: Harper &
Row.
Maxwell, J. A. (2005). Qualitative research design: An interactive approach (3rd ed.).
Los Angeles, CA: Sage.
McDevitt, T., & Ormrod, J. (2004). Child development: Educating and working with
children and adolescents. Upper Saddle River, NJ: Pearson.
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 110
McGowan, P., & Miller, J. (2001). Management vs. leadership: Placing leadership de-
velopment and renewal at the forefront of school change. The School Administra-
tor. Retrieved from http://www.aasa.org/SchoolAdministratorArticle
.aspx?id=10674
McIntosh, J., & White, S. H. (2006). Building for freshman success: High schools
working as professional learning communities. American Secondary Education,
34(2), 40–49.
McNeely, C., & Falci, C. (2004). School connectedness and the transition into and out
of health-risk behavior among adolescents: A comparison of social belonging and
teacher support. Journal of School Health, 74, 284–292.
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation.
San Francisco, CA: Jossey-Bass.
Mizelle, N. B. (1999). Helping middle school students make the transition into high
school. ERIC Digest. (ERIC Document Reproduction Service No. ED432411)
Mizelle, N. B. (2005). Moving out of middle school. Educational Leadership, 62(7),
56–60.
Morgan, P. L., & Hertzog, J. (2001). Designing comprehensive transitions. Principal
Leadership, 1(7), 10–16.
Myers, C. J. (1996). Addressing factors that place students at-risk of dropping out of
school: A developmental perspective (Doctoral dissertation). Available from
ProQuest Dissertations and Theses database. (UMI No. 304292157)
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 111
National Assessment of Educational Progress. (2006). The nation’s report card: Sci-
ence. Retrieved from http://nces.ed.gov/nationsreportcard/pubs/main2005/
2006466.asp
National Research Council. (2004). Rural education support. Retrieved from http://
ncr-cnrc.gc.ca/newsroom/news/2004_e.html
Newman, B. M., Lohman, B. J., Myers, M. C., & Smith, V. L. (2000). Experiences of
urban youth navigating the transition to ninth grade. Youth and Society, 31, 387–
416.
No Child left Behind Act of 2001 (2002). Pub. L. No. 107–110, §103-104,115 Stat.
1425.
Owings, J., & Peng, S. (1992).Transitions experienced by 1988 eighth graders. Wash-
ington, DC: National Center for Education Statistics.
Punch, K. (1998). Introduction to social research: Quantitative and qualitative ap-
proaches. London, UK: Sage.
Reglin, G. (1998). Mentoring students at risk. Springfield, IL: Charles Thomas.
Rekrut, M. D. (1994). Peer and cross-age tutoring: The lessons of research. Journal of
Reading, 37, 356–362.
Roderick, M. (1993). The path to dropping out. Hartford, CT: Auburn House.
Rost, J., & Royer, M. (1999). Evaluating the effectiveness of charger connection class.
Student Development and Program Effectiveness, 12(3), 4–31.
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 112
Roy, J., & Mishel, L. (2008). Using administrative data to estimate graduation rate:
Challenges, proposed solutions, and their pitfalls. Education Policy Analysis Ar-
chives, 16(11), 1–34.
Seidman, E., Allen, L., Aber, J. L., Mitchell, C., & Feinman, L. (1994). The impact of
school transitions in early adolescence on the self-system and perceived social
context of poor urban youth. Child Development, 68, 507–522.
Smircich, L., & Morgan, G. (1982). Leadership: The management of meaning. Journal
of Applied Behavioral Sciences, 18, 257–273.
Smith, J. B. (1997). Effects of eighth-grade transition programs on high school retention
and experiences. Journal of Educational Research, 90, 144–157.
Stader, D., & Gagnepain, F. G. (2000). Mentoring: The power of peers. American Sec-
ondary Education, 28(3), 28–32.
Steele, R., Konrad, M., & Test, D. (2005). An evaluation of IEP transition components
and post-school outcomes in two states. Journal for Vocational Special Needs Edu-
cation, 27(2), 4–18.
U.S. Department of Education. (2011). Consolidated state performance report: Parts I
and II. Retrieved from http://www.cde.ca.gov/nclb/sr/rt/documents/cspr0910part1
.pdf
Wagner, T. (2007). Leading for change: Five “habits of mind” that count. Retrieved
from http://deanhaugo.efoliomn.com/Uploads/Leading%20for%20change.pdf
Wehlage, G. G. (1986). At-risk students and the need for high school reform.
Education, 107(1), 18–28.
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 113
Wehlage, G. G., & Rutter, R. A. (1986). Dropping out: How much do schools contrib-
ute to the problem. Teachers College Record, 87, 374–392.
Wehlage, G. G., Rutter, R. A., Smith, N., Lesko, & Fernandez, R. R. (1990). Reducing
the risk: Schools as communities of support. London, UK: Palmer Press.
Williams, T. R., Davis, L., Cribbs, J. M., Saunders, J., & Williams, J. H. (2002).
Friends, family, and neighborhood: Understanding academic outcomes of African
American youth. Urban Education, 37, 408–431.
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 114
Appendix A
Administrator Interview Questions
1. Tell me a little about your role here at X High School.
2. How long have you been a member of the leadership team here?
3. Tell me about your freshmen transition program here.
4. What is your level of involvement with this program? How long have you been
doing that?
5. How has your transition program impacted your ninth-grade students? What about
the rest of the student population?
6. What are some examples of some success stories?
7. Which specific program events do you feel that you have the most influence over?
And how so?
8. What supports are in place to help you continue to do this job? How do you stay an
active member of the transition program team? (if applicable)
9. What are three important qualities that you feel school site leaders need to employ
in order for their transition program to be successful?
10. What is one piece of advice that you would give to a school site leader thinking
about implementing a transition program at their high school?
(Source: Prepared by Tanaz Farzad.)
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 115
Appendix B
Ninth-Grade Teacher Interview Questions
1. Tell me a little about your role here at X High School.
2. How long have you been a member of the ninth-grade team?
3. Tell me about your freshmen transition program here.
4. What is your level of involvement with this program? How long have you been
doing that?
5. How do you feel your transition program has impacted your ninth-grade students?
6. What are some examples of some success stories you’ve seen?
7. Which specific program events do you feel are the most crucial for students to
participate in?
8. What role do you see your administrators on campus playing in the transition
program?
9. What type of relationship do you feel administrators have specifically with the
ninth-grade class that comes in each year?
10. What are three important qualities that you feel school site leaders need to employ
in order for their transition program to be successful?
11. What is one piece of advice that you would give to a school thinking about imple-
menting a transition program at their high school?
(Source: Prepared by Tanaz Farzad.)
PROMISING PRACTICES—NINTH-GRADE TRANSITION PROGRAMS 116
Appendix C
Observation Protocol
(Source: Prepared by Tanaz Farzad.)

Abstract (if available)

Abstract While there is considerable research on the importance of proper transition from middle to high school, the research is more limited in what leadership strategies are needed from school site leaders and what components of a transition program are critical for student success. However, there is a significant body of research that suggests that high schools which implement a thorough transition program for their incoming ninth grade students, including solid leadership and a positive and supportive school culture, show an increase in student achievement and school connectedness. The primary purpose of this qualitative study was to research and identify the promising practices of school site leaders at large high schools that implement a successful ninth‐grade transition program. The secondary purpose was to understand what encompasses a successful high school transition program and the role of site administration within the implementation of the program. ❧ Qualitative data included interviews and observations done at three large high schools in Southern California involving ninth‐grade teachers, transition program coordinators, and administrators. In addition, pertinent documents were gathered and reviewed to triangulate research findings. ❧ Promising practices of school site leaders that were evident from the data gathered included high visibility, the ability to delegate and trust staff, and the ability to make meaningful relationships with ninth‐grade students. Successful transition programs contain year‐long activities, student leader training, and the dedication of teacher coordinators. Implications for practitioners and recommendations for future studies are also discussed. By understanding the involvement and successful strategies of leaders within successful freshmen transition programs, current and aspiring leaders can benefit from these best practices.

Linked assets

University of Southern California Dissertations and Theses

Conceptually similar

PDF

A case study of promising leadership practices employed by principals of Knowledge Is Power Program Los Angeles (KIPP LA) charter school to improve student achievement

PDF

The characteristics of high schools that have successfully implemented Positive Behavioral Interventions and Supports

PDF

Effective leadership practices used by middle school principals in the implementation of instructional change

PDF

Efective leadership practices used by elementary school principals in the implementation of instructional change

PDF

Secondary school counselor-principal relationships: impact on counselor accountability

PDF

A review of successful instructional practices in juvenile detention centers: invigorating the disposable generation

PDF

Leadership strategies employed by K-12 urban superintendents to improve the academic achievement of English language learners

PDF

Effective leadership practices of catholic high school principals that support academic success

PDF

Leadership strategies employed by K-12 urban superintendents to improve the academic achievement of English language learners

PDF

The successful implementation of STEM initiatives in lower income schools

PDF

Superintendents increase student achievement by selecting effective principals

PDF

Senior-level student affairs' administrators' self-reported leadership practices, behaviors, and strategies

PDF

Indicators of successful administrative leadership practice within high-stakes performance-based preschool programs

PDF

The role of superintendents as instructional leaders: facilitating student achievement among ESL/EL learners through school-site professional development

PDF

Data-driven decision-making practices that secondary principals use to improve student achievement

PDF

Effective leadership practices of principals of low socioeconomic status high schools consisting of predominantly African-American and Latino students showing sustained academic improvement

PDF

Effective strategies superintendents utilize in building political coalitions to increase student achievement

PDF

Use of Kotter’s change model by elementary school principals in the successful implementation of inclusive education programs for students with disabilities in K-6 elementary schools in Southern ...

PDF

Effective strategies urban superintendents utilize that improve the academic achievement for African American males

PDF

Successful communication strategies used by urban school district superintendents to build consensus in raising student achievement

Asset Metadata

Creator Farzad, Tanaz (author)

Core Title Promising practices of school site administrators within established ninth‐grade transition programs at large high schools

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 03/06/2014

Defense Date 02/04/2014

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag academic achievement,freshmen,High School,leadership,link crew,ninth‐grade,OAI-PMH Harvest,transition

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Castruita, Rudy Max (committee chair), Escalante, Michael F. (committee member), García, Pedro Enrique (committee member)

Creator Email tanazer@gmail.com,tfarzad@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c3-368081

Unique identifier UC11295056

Identifier etd-FarzadTana-2286.pdf (filename),usctheses-c3-368081 (legacy record id)

Legacy Identifier etd-FarzadTana-2286.pdf

Dmrecord 368081

Document Type Dissertation

Format application/pdf (imt)

Rights Farzad, Tanaz

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA