Explaining the Negative Impact of the Transition from Middle to High School on Student Performance in Mathematics and Science

Abstract

This article draws on 5 years of data from a nationally representative sample of students to explore how institutional discontinuities between middle and high schools affect the mathematics and science progress of students with varied backgrounds. The study finds evidence that changes in safety, academic environment, teacher push, and student autonomy to select courses affect student progress across the transition. The analysis found little evidence of a differential impact based on student background characteristics; only the measure of the degree to which parents participate in nonschool activities surfaced as a predictor of student progress across the transition, reaffirming what other studies have found about the importance of this variable. Recommendations focus on targeting education policy in ways that can ease this problematic transition for students.

The Status of Science and Technology Relative to Other School Subjects. Results of a Study Conducted on Primary and Secondary School Students in Quebec

“…Among these hypotheses, it is important to stress changes that students experience in the primary-secondary school transition: such students transition from a teacher-focused classroom (with all subjects being taught by the same teacher) to a subject-focused classroom (with each subject generally being taught by a different teacher), and such students are also exposed to changes in teaching methods, among other things. This hypothesis, which appears to be supported by the results of prior studies on the primary-secondary school transition (Rice, 2001), does not in itself explain some of the other results obtained. For example, the decrease in the relative preference of S&T relative to that of the four other subjects at the start of secondary school can likely be explained by hypotheses related to S&T programs and teaching methods.…”

Using the Research and Development in Organisations model to improve transition to high school

“…A further common theme was the support of family members at transition, highlighted by Rice (2001); for example, many children explained how older siblings or cousins could have a big impact on their expectations and experiences of high school. Suggestions were made from three separate focus groups to enhance the peer support systems in school so that children without family members already at the school could feel they had the support of someone acting in a sibling-like capacity.…”

Editorial introduction: Transitions in the process of education

“…For example, the idea of transition is translated as "adjustment" to B. It is operationalised into measures such as "well-being", "social adjustment" or "mathematical performances", compared before and after the passage from A to B (Fenzel & Blyth, 1986;Rice, 2001). This can be completed by the examination of variables that might influence these outcomes, which are then interpreted as facilitators for these transitions.…”