The Impact On Academic Achievement Of The Elementary To Middle School Transition
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The Impact On Academic Achievement Of The Elementary To Middle School Transition
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Author : Kara Gober
language : en
Publisher:
Release Date : 2022
The Impact On Academic Achievement Of The Elementary To Middle School Transition written by Kara Gober and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2022 with categories.
The transition to middle school can be a difficult time socially, emotionally, physically, and academically. These difficulties often impact students' academic success during this time. Transition programs can help students during this transition by offering a bridge into the next stage of their school life. The central question to this study is: In what ways can student voice improve educational transition programs? As identified in the literature, districts and schools have varying levels of transition programs. Some have robust programs that meet students' needs while others have no programs at all. A exploratory sequential mixed methods design was utilized for this study. A student survey with both open and closed ended questions was used and two teacher interviews were conducted. The qualitative and quantitative data was analyzed and coded to identify themes and compare to previous literature. Results showed that the majority of students had some level of worry regarding the transition to middle school. The worries most frequently identified related to logistical concerns such as: getting lost, understanding the schedule, knowing the classes and who teaches them. The study concluded that transition programs would benefit from included key information regarding logistical needs.
The Effect Of Elementary And Middle School Grade Span And Transition On Student Achievement And Graduation
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Author : Jeana Conley
language : en
Publisher:
Release Date : 2016
The Effect Of Elementary And Middle School Grade Span And Transition On Student Achievement And Graduation written by Jeana Conley and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016 with Academic achievement categories.
Social factors surrounding critical transition periods, school and class size, and grade configuration at the elementary level greatly impact current and future student performance. The expectation is that all of these factors are standard among schools, but in reality, every school is different; therefore, the potential for inconsistent quality of learning exists. This causal-comparative study explored the difference etween school size, grade span configuration, and transitions associated with a district’s seven elementary feeder schools in a small county in rural Western North Carolina. Differences in student performance, in both reading and math, at the elementary, middle, and high school level, as well as graduation rates, were examined for ties to the identified feeder school. The elements of teacher quality, teacher turnover, and principal turnover were explored as potential variables in student performance. An ex-post facto statistical analysis utilizing t-tests provided an exploration of feeder school characteristics and which feeder schools are more likely to produce successful academic achievement and graduation from high school. The data analysis revealed no statistically significant difference among students who experienced fewer transitions in their school career in regard to reading performance. However, the students who attended a Pre-K through grade eight school had higher mean scores in math than the students who attended a Pre-K through grade five school. Although no statistically significant difference was found between the school configuration and successful graduation, it was noted that students who did not attend any elementary school in the district had a much higher dropout rate.
The Middle School Transition In Private Schools
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Author : Eileen Irby Atkinson
language : en
Publisher:
Release Date : 2010
The Middle School Transition In Private Schools written by Eileen Irby Atkinson and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010 with Middle school students categories.
Students transitioning into the middle school often experience difficulty adjusting to their new environment. During this transition, declines in academic motivation, academic achievement, and connectedness have been noted. Most research on this transition has taken place in public school settings. This research investigated the impact of the middle school transition in a private school setting. This study examined students' perceptions of the middle school transition as it related to the connectedness students perceived to their new school, those individuals whom students perceived as most helpful during their transition, academic motivation and achievement following the transition, and perceived helpfulness of transition activities conducted by the school. In addition, the study examined significant differences of the transition experience based on gender and race. Five hundred and two private middle school students in 35 private schools in Virginia completed a paper and pencil survey in which they responded to 47 questions regarding their transition into middle school. It was found that students generally felt connected to middle school, and the number of extracurricular activities in which a student participated did not appear to correlate significantly with connectedness. Most new middle school students did not perceive their transition experience as difficult. Middle school teachers, parents and friends appeared to be the most helpful to students during their transition. As compared to elementary school, newly transitioned middle school students were more academically motivated, and academic achievement showed a slight improvement in middle school. Students reported that visits made to the middle school as an elementary student were most helpful to their transition, and that the summer orientation and tour were also found to be helpful. Males perceived parents, middle school teachers and elementary school counselors as more helpful to their transition than did females, who considered friends most helpful. Parents were perceived as most helpful to the transition by Asian students. Caucasians reported higher academic achievement in middle school than African American students, and African American students perceived their academic achievement as higher than that of Hispanic students. African American students, more than any of the other groups represented, believed that the information given to the middle school by the elementary school was very helpful to their transition. Native American students, and students identifying their race as "Other" felt that the assignment of an older middle school buddy was more helpful to the transition than did Caucasian or Hispanic students. In terms of the relative contribution of the variables to the prediction of ease of transition, the number of transition activities has the greatest influence, followed by level of support from others, perception of connectedness to middle school, and middle school academic performance.
Promoting A Successful Transition To Middle School
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Author : Patrick Akos
language : en
Publisher: Routledge
Release Date : 2015-06-03
Promoting A Successful Transition To Middle School written by Patrick Akos and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015-06-03 with Education categories.
With detailed examples of best practices from middle schools across the country, this book features research-based strategies and suggestions for transition programs. It covers the roles of school principals, counselors, classroom teachers, and the central office.
Making The Transition Electronic Resource The Impact Of Moving From Elementary To Secondary School On Adolescents Academic Achievement And Psychological Adjustment
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Author : Lipps, Garth
language : en
Publisher:
Release Date : 2005
Making The Transition Electronic Resource The Impact Of Moving From Elementary To Secondary School On Adolescents Academic Achievement And Psychological Adjustment written by Lipps, Garth and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2005 with Academic achievement categories.
How Does Transition From Elementary To Middle School Affect The Racial Achievement Gap
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Author : Gudrun Vanlaar
language : en
Publisher:
Release Date : 2014
How Does Transition From Elementary To Middle School Affect The Racial Achievement Gap written by Gudrun Vanlaar and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014 with categories.
Most research on the middle school transition focuses on developmental and psychological changes around the age of the transition, and investigates or discusses the impact of such changes on academic performance, motivation and behavior in schools. In addition to intrapersonal developmental changes that middle-school students experience, they also experience significant changes in school context and school experiences. What has been less studied however, is whether and how the transition from elementary to middle school may affect the racial achievement gaps. In other words, it is not known yet whether the change in school contexts affects students from different racial and socioeconomic backgrounds in different ways, possibly affecting the black-white or Hispanic-white achievement gaps. This paper addresses this question. On the whole, it is unclear whether the transition to middle school may exacerbate achievement gaps or narrow them. This paper attempts to provide initial evidence on this question. Preliminary findings suggest that the transition to middle school has, on average a significant effect on racial achievement gaps. Further analyses will need to be conducted to rule out alternative explanations for the findings, to explore potential mediators and mechanisms of the findings, and examine the extent to which these negative effects of the middle school transition persist over subsequent years. Tables and figures are appended.
The Impact Of An Elementary To Middle School Transition Program On Attendance Achievement And Behaviors Of Students With Special Needs
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Author :
language : en
Publisher:
Release Date : 2005
The Impact Of An Elementary To Middle School Transition Program On Attendance Achievement And Behaviors Of Students With Special Needs written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2005 with Children with disabilities categories.
The Effects Of School Grade Span Configuration On Student Achievement In Middle School Aged Children
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Author : Stacy Lancaster Starks
language : en
Publisher:
Release Date : 2016
The Effects Of School Grade Span Configuration On Student Achievement In Middle School Aged Children written by Stacy Lancaster Starks and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016 with categories.
The purpose of this study was to determine if transitioning from elementary school to middle school has an effect on value added scores of sixth graders versus those with no transition. Additionally, the effect of school size on student gains was examined. Data for this study was from the 2012-2013 school year for 442 Tennessee public schools. There were 203 schools with transition and 239 with no transition. Multivariate analysis of variance was used to analyze the data. Significant interaction was seen between transition and percent minority (p = 0.002). These findings suggest transition had an effect on value added scores depending on whether or not the school had a high percentage of minority students. There was a significant interaction effect of low percent minority and high percent minority where transition was concerned on mathematics, with those schools with a high percentage of minority that did not transition scoring significantly higher than all other combinations. There was also a significant interaction effect between low percent minority and high percent minority where transition was concerned on reading, with those schools with a high percentage of minority that did not transition scoring higher than all other combinations. These results suggest that students in schools with high percentages of minorities perform better when there is no transition than their transitioning counterparts. It lends support to the body of research that suggests K-8, or at least a transition after 6th grade, may be a better model where student achievement is concerned. School size was not significantly related to achievement gains. The middle school concept has the potential to address the academic and emotional concerns of middle school aged children when it is implemented in its full form (Weiss & Kipnes, 2006). However, since the middle school concept is just that, a concept, it would seem that the best combination for student achievement may be to implement the middle school concept into the K-8 environment, giving students more of a sense of community, self-esteem, and ownership of their school and grades. This could also potentially lessen the White to Black gap in math and reading achievement.
Transition Activities And Their Effects On Middle School Students
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Author : Vicki VanLaere
language : en
Publisher:
Release Date : 2006
Transition Activities And Their Effects On Middle School Students written by Vicki VanLaere and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2006 with Academic achievement categories.
The purpose of this study was to determine the effectiveness that transitional activities have on student achievement and attendance when students moved from elementary school to middle school. The data were gathered from two school districts that are demographically similar. Data included average daily attendance rates, Terra Nova Achievement Scores from social studies in grades five, six, and seven, as well as math in grades five, six, and seven. There were 187 students in the Treatment Group and 147 in the Control Group for a total of 334 students. Comparison of means for demographic equivalency of the groups (t-test) and a MANCOVA with repeated measures analysis of seventh grade Math and Social Studies test scores were run. The results indicated no significant differences in rates of attendance from students transitioning from elementary to middle school whether they have experienced transitional activities or not. In addition, there were no significant differences in Terra Nova Social Studies or Math Achievement Test scores between students transitioning from elementary to middle school whether they have experienced a comprehensive transition program or not (F= .003, p= .960 for seventh grade Math, F= .947, p= .331 for seventh grade Social Studies). There was a drop in both attendance and achievement test scores for both the control and treatment groups. While this study determined there is no reason to believe the interventions made any difference in the overall attendance and achievement test scores, the literature and other studies have shown positive results. Programs of this sort need further study and analysis to gather additional data on transitional activities and their effectiveness on students entering middle school.
Middle School Transition For Students With Autism
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Author : Matthew E. Rubin
language : en
Publisher:
Release Date : 2019
Middle School Transition For Students With Autism written by Matthew E. Rubin and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019 with categories.
Middle school is a crucial time for students, as it can have a significant impact on long term academic success. A successful transition from elementary to middle school increases the likelihood that a student will experience success. For students with disabilities, middle school transition can be particularly challenging, and this challenge is thought to be especially acute for students with autism. In spite of this, there has been very little research studying middle school transition for students with autism, and what research does exist does not include the students with autism themselves as a primary data source. This study addresses these gaps in the literature by considering student perspectives of systems and structures put into place by schools to assist with the middle school transition. Through a series of focus groups, interviews, and classroom observations, I find a number of themes, including the importance of certain formal structures, including student schedules using a cohort model and embedding social emotional learning in academic classes. Positive student to student and teacher to student relationships can be key in allowing these formal structures to be successful. Moreover, I find that it is possible and necessary to include the voices of students in the conversation when discussing systems designed to help them experience success.