The movement from middle school to high school is a crucial period as adolescents frequently have a difficult time acclimating to the high school environment and often experience a decline in their academic achievement from middle school to ninth grade (DeLamar and Brown, 2016; Ellerbrock and Kiefer, 2014; Fulk, 2003; Mizelle and Irvin, 2000; Neild, 2009). Many students who drop out of school do so in ninth grade and do not graduate on time with their classmates (Asplaugh, 1998; Bottoms, 2002; Fulk, 2003; Neild, Stoner-Eby, and Furstenberg, 2008). The components of a successful middle school to high school transition program address the academic, procedural, and social challenges students face during this time (Akos and Galassi, 2004; Anderson et al., 2000; Block, 2016; Cauley and Jovanovich, 2006; Ellerbrock et al., 2015; Smith et al., 2006).
Richard Samuel School (RSS), a stand-alone ninth-grade center, has addressed transition challenges for over 25 years. This single case study research examined the reasons for development of this unique school configuration, as well as the programmatic structures created to address students' academic, procedural, and social concerns, through the perceptions of former students, staff, and administrators. This study identifies the effectiveness, benefits, and drawbacks of the program design which addressed the middle school to high school transition for all students at RSS. The study analyzes the program during the first ten years of its existence, from its inception in 1993 until 2003.
As a result of this study, themes around responsive and supportive accountability among staff and students were evident. Through transition structures, such as development of a school support team, core content teachers planning for and teaching advanced and standard level curriculum coupled with student placement on an interdisciplinary team and every student assigned a teacher advisor, students at RSS experienced a positive transition to high school. As a result, a decline in student retention occurred and after year three of implementation, there was a 0% dropout rate. The results of this case study will contribute to research regarding impactful transition programming from middle school to high school. / Doctor of Education / The movement from middle school to high school is a crucial period as students frequently have a difficult time adjusting to the high school environment and often experience a decline in their grades once they leave middle school and enter ninth grade (DeLamar & Brown, 2016; Ellerbrock & Kiefer, 2014; Fulk, 2003; Mizelle & Irvin, 2000; Neild, 2009). Many students who drop out of school do so in ninth grade and do not graduate on time with their classmates (Asplaugh, 1998; Bottoms, 2002; Fulk, 2003; Neild, Stoner-Eby, & Furstenberg, 2008). The transition from middle school to high school involves communication between school personnel, students, and their parents to ensure it is successful. The components of a successful middle school to high school transition program address the academic, procedural, and social challenges students face during this time (Akos & Galassi, 2004; Anderson, Jacobs, Schramm, & Splittgerber, 2000; Block, 2016; Cauley & Jovanovich, 2006; Ellerbrock, Denmon, & Owens, 2015; Smith, Feldwisch, & Abell, 2006). Richard Samuel School (RSS), a stand-alone ninth-grade center, has addressed transition challenges for over 25 years. The focus in this single case study research was to examine the reasons for the development of this unique school configuration, as well as the programmatic structures created to address students’ academic, procedural, and social concerns, through the perceptions of former students, staff, and administrators. An additional focus was to identify the effectiveness, benefits, and drawbacks of the program design which addressed the middle school to high school transition for all students at RSS. The study covered the program during the first 10 years of its existence, from its inception in 1993 until 2003. The results of this study contribute to the research regarding impactful transition programming from middle school to high school.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/89886 |
| Date | 05 June 2019 |
| Creators | Taylor, Grace Ellen |
| Contributors | Counselor Education, Glenn, William Joseph, Alexander, Michael D., Lipp, Jane Ann, Mallory, Walter D. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Detected Language | English |
| Type | Dissertation |
| Format | ETD, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
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