The current 6-year study investigates the impact of the elementary (K-8)-to-high school (9-12) transition on the school completion outcomes of 107 adolescents from urban, minority, low-income status backgrounds. Descriptive findings provide a longitudinal profile of students' enrollment status throughout high school. Students who had graduated or were Active in the school system at the end of the study evidenced more marked change in perceptions of social support following the transition to the ninth grade compared to Inactive students, dropouts, who evidenced little change. With respect to academic performance, while both groups evidenced declines following the transition and failed to recover sustained losses, Inactive students declined more sharply in grades and attendance. Findings are discussed in terms of the mixed support for the transitional life events perspective. In addition, study limitations and directions for future research are discussed, including variables that should be considered in research with the targeted group.

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Described an intervention program designed to prepare elementary school (K-8) eighth-grade students for their transition to high school the following year. Participants in the study were 145, predominantly Hispanic, inner-city public school adolescents. The experimental group received an augmented condition, consisting of Education and Peer Support Components. The control group received a minimal condition consisting of only the Education Component. While no group effects were observed, time effects indicated experimental and control students' improved perceptions of school readiness, but deteriorated perceptions of support from both home and school and diminished grade-point averages and attendance. Time effects also revealed variable changes in school perceptions. Findings are discussed in terms of a developmental perspective of the school transition process. Implications for high school transition programming with the target population and directions for future research are also addressed.

This article describes the outcomes at 1 year for a randomized clinical trial of Resources, Education and Care in the Home-Futures: a program to reduce infant mortality through home visits by a team of trained community residents led by a nurse. Low-income, inner-city pregnant women who self-identified as African American or Mexican American were recruited in two university prenatal clinics in Chicago. Because African Americans and Mexican Americans differed greatly at intake, we compared their outcomes at 12 months and then examined the effects of the intervention separately for these two groups. Participants were randomly assigned to the intervention or control group and were interviewed during the last trimester of pregnancy and at 2, 6, and 12 months after birth. The effects of the program varied by race/ethnicity. For African Americans, the program was associated with better maternal documentation of infant immunizations, more developmentally appropriate parenting expectations, and higher 12-month infant mental development scores. For Mexican Americans, the program had positive effects on maternal daily living skills and on the play materials subscale of the Home Observation for the Measurement of the Environment assessment. This study, along with previous research, suggests that home visits by a nurse-health advocate team can improve maternal and infant outcomes even for inner-city, low-income, minority families. Effective programs must be culturally sensitive, intensive, and adequately staffed and financed.

In this descriptive study, the perceived stress, coping, and coping effectiveness of 158 low-income, urban, Mexican American 10th graders were assessed using open-ended and structured interview procedures. A total of 95% of participants were able to identify a difficult life event stressor and at least one way they coped with this event. Participants, particularly females, most frequently identified family-related events as being the most difficult recent life event stressor. To manage stress, participants most commonly reported using active coping strategies, followed by family social support, self-reliance, and behavioral avoidance. Females were more likely than males to seek family support and to vent emotions when coping with stress. Participants were most likely to use active, problem-focused strategies when confronting school-and personal-related stressors, and to find coping most helpful when dealing with stressful school events. Findings are discussed in terms of the urban, ethnic-minority backgrounds of participants and directions for further research.