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Publication Title:

Easing the Transition to High School: Research and Best Practices Designed to Support High School Learning

Publication
Author(s):

Louise Kennelly and Maggie Monrad (Editors)
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[PDF File, 77 Kb]

Alignment with ARRA:

ARRA areas aligning with this product:

  • Data Use
  • Standards/Assessment
  • Turnaround Schools

A major priority for the use of ARRA funds is to raise high school graduation rates and turn around low-performing schools. Given that ninth grade is a critical year for students, particularly for predicting graduation, it is imperative that schools carefully monitor and support the transition from middle school to high school. ARRA funds are also intended to develop and deploy sophisticated longitudinal data systems that span the K - 20 pipeline, and some states' policies regarding ninth grade transition focus on effective data use.

For more details on how ARRA funds can apply to ninth grade transitional support, please view our ARRA resources on our ARRA Web page.

Publication Key Points:

This report is a rolled up version of four National High School Center products that had been previously released as individual pieces related to one of the NHSC focus themes: transitions into high school. Included in this publication are a fact sheet, policy brief, issue brief, and snapshot. These resources address the ninth grade "bulge,"--the disproportionate rate at which ninth graders are not promoted to tenth grade on time, which is a risk factor for dropping out. Research-based best practices for ninth grade transitions are discussed, along with examples of how some states and districts are easing the transition. A snapshot of one school's efforts to support positive transitions into high school is also included.

Publication Key Challenges:

The transition from middle school to high school represents a critical juncture in students' lives, and it is one that requires support from and collaboration among teachers, parents, counselors, and administrators at the school, district, and state levels. A substantial review of the research literature documents the fact that the transition into high school is marked by increased disengagement and declining motivation among students, which in turn, predict subsequent school failure and dropout. Unfortunately, few rigorous studies provide evidence to support students at this critical time. Still, many schools, districts and states have developed programs and policies to address the challenges faced by students transitioning into high school. This collection of resources summarizes existing research on ninth grade transitions and offers practical examples from states and districts working to ease the transition into high school.

How Audience(s) Can Use This Product to Address Challenges:

This collection of resources is designed to provide educators and policymakers at all levels with a background on the research on ninth grade transitions and examples of how some schools, districts, and states are working to ensure smooth adjustments to high school for all students. Some suggested uses for this product are:

  • Distribute to K-16 committee members;
  • Distribute to American Association of School Administrators (AASA) state chapter;
  • Share with state-level personnel responsible for ninth grade transition support and/or dropout prevention initiatives and/or high school restructuring;
  • Encourage appropriate state-level personnel to develop a PowerPoint presentation on content for use in district meetings regarding high school improvement;
  • Forward to district personnel responsible for high school improvement;
  • Suggest that state personnel encourage districts to share in newsletters and other correspondences; and
  • Link in e-blast to districts from state, etc.

Production Citation:

Kennelly, L., & Monrad, M. (Eds.) (2007). Easing the transition to high school: Research and best practices designed to support high school learning. Washington, DC: National High School Center at the American Institutes for Research.

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