Falling Off Track during the Transition to High School: What We Know and What Can Be Done

Abstract

Ninth grade, observes Ruth Curran Neild, marks a critical juncture in American schooling. Students who manage the academic demands of the transition to high school have a high probability of graduating four years later. But those who do not—who fail to earn as many credits as they should during ninth grade—face a substantially elevated risk of dropping out of high school. Neild examines four theories about why ninth grade poses difficulties for some students. The first is that ninth grade coincides with life-course changes, such as reduced parental supervision and increased peer influence. The second is that in moving to a new school, students must break the bonds they have formed with their middle-school teachers and peers. The third is that some students are inadequately prepared for high school. The final theory is that the organization of some high schools is itself a major source of students’ difficulty. Each theory, says Neild, suggests a particular type of policy response. The strongest evidence, observes Neild, points to inadequate preparation for high school and the organization of high schools. Reform efforts thus far have tended to address high school organization, with or without a focus on instructional quality or helping students to catch up on academic skills. Evaluations of these reforms, says Neild, suggest that both school organization and instructional improvement are necessary to keep ninth graders on track to graduation. Neild notes that school districts and state departments of education also are addressing the problem. In addition to supporting comprehensive school reform with a focus on ninth graders, districts have created accountability indicators of how well high schools are keeping ninth graders on track. States are helping districts to develop their capacity to maintain and analyze data on ninth-grade progress, including “early warning indicator systems” that identify students who are falling off track to graduation.

Student-Teacher Relationships As a Protective Factor for School Adjustment during the Transition from Middle to High School

“…The transition to high school is described in the literature as being the most critical, difficult and worrying of all developmental transitions (Southern Regional Education Board, 2002; Barber and Olsen, 2004; Roybal et al, 2014), even though some students report positive feelings and successful integration following their transition to the new school (Zeedyk et al, 2003; NSW Department of Education and Training, 2006; Anderman and Leake, 2007; Turner, 2007; Neild, 2009; Hamm et al, 2010; Rice et al, 2011; Waters et al, 2012). The transition to high school requires special consideration, since it coincides with puberty and with the psychophysical changes that entails and, therefore, can place great pressure on the emotional well-being of adolescents (Akos, 2002; Frey et al, 2009; Neild, 2009).…”

“…The transition to high school requires special consideration, since it coincides with puberty and with the psychophysical changes that entails and, therefore, can place great pressure on the emotional well-being of adolescents (Akos, 2002; Frey et al, 2009; Neild, 2009). The relationship with teachers plays an important role in this particular development phase by favoring scholastic adaptation and, therefore, affecting the dropout rate, which has been found to rise in the first year of high school.…”

“…The first empirical research studies on this theme date back to the end of the 1900s in the United States and, since the 1980s, a substantial line of international and inter-disciplinary research interested has developed (Neild, 2009). In 2000, the International Journal of Educational Research (Galton et al, 2000) presented a monographic issue on normative school transitions, discussing literature from an increasingly large number of geographic areas (Darmody, 2008; Cueto et al, 2010; Jindal-Snape, 2010), and in particular Germany (Van Ophuysen, 2009), Switzerland (Neuenschwander and Garrett, 2008), and Belgium (Dang Kim and Pelleriaux, 2006).…”

“…There are numerous factors that make it difficult to adapt to high school, chiefly the fact that students are simultaneously entering adolescence, which involves a complex redefinition of their personalities (Erikson, 1968; Blos, 1988), alongside difficulties in maintaining positive emotional well-being (Akos, 2002; Frey et al, 2009; Neild, 2009). Risk factors include, but are not limited to: larger, more chaotic rooms; school organization marked by a greater deal of bureaucracy; and a heavier workload, requiring increased cognitive effort on behalf of students (Akos and Galassi, 2004; Scalera and Alivernini, 2010; Eccles and Roeser, 2011; Waters et al, 2012).…”

Ethnic/racial discrimination moderates the effect of sleep quality on school engagement across high school.

“…This is especially problematic because the consequences extend far past ninth grade. Students’ grades and level of engagement as freshmen strongly predict academic success or failure later in high school (Neild, 2009; Roderick, 2006). Researchers have posited various explanations for academic declines during ninth grade, involving the complex interplay of biological, social, and institutional factors.…”