Helping Middle School Students Make the Transition into High School
Young adolescents entering high school look forward to having more choices and making new and more friends; however, they also are concerned about being picked on and teased by older students, having harder work, making lower grades, and getting lost in a larger, unfamiliar school (Mizelle, 1995; Phelan, Yu, & Davidson, 1994).
As young adolescents make the transition into high school, many experience a decline in grades and attendance (Barone, Aguirre-Deandreis, & Trickett, 1991); they view themselves more negatively and experience an increased need for friendships (Hertzog et al., 1996); and by the end of 10th grade, as many as 6% drop out of school (Owings & Peng, 1992). For middle school students, including those who have been labeled "gifted" or "high-achieving," the transition into high school can be an unpleasant experience (Phelan, Yu, & Davidson, 1994).
Research has found, however, that when middle school students took part in a high school transition program with several diverse articulation activities, fewer students were retained in the transition grade (Mac Iver, 1990). Furthermore, middle school principals indicated that they expected fewer of their students to drop out before graduation when the school provided supportive advisory group activities or responsive remediation programs (Mac Iver & Epstein, 1991).
This Digest discusses how educators can ease students' transition into high school by providing challenging and supportive middle school environments and by designing transition programs that address the needs of students and their parents and that facilitate communication between middle school and high school educators.
Middle School Environment
Providing young adolescents with activities that relate directly to their transition into high school certainly is important; however, providing young adolescents with a challenging and supportive middle school experience is an equally important factor in their making a successful transition into high school (Belcher & Hatley, 1994; Mizelle, 1995; Oates, Flores, & Weishew, 1998). For example, Mizelle (1995) found that students who stayed together with the same teachers through sixth, seventh, and eighth grades and experienced more hands-on, life-related learning activities, integrated instruction, and cooperative learning groups were more successful in their transition to high school than were students from the same school who had a more traditional middle school experience.
Students also indicated that if their middle school teachers had held students more responsible for their learning, taught them more about strategies for learning on their own, and provided them a more challenging curriculum, their transition to high school would have been eased.
Similarly, in a comprehensive program at Sunrise Middle School in inner-city Philadelphia, Oates and her colleagues (1998) found that students who participated in a Community for Learning Program (CFL) were more successful in their transition into high school than students who had not participated in the CFL program. Key components of the CFL program were support and training for teachers, a learning management system designed to help middle school students develop a sense of responsibility for their own learning and behavior, and an emphasis on community and family involvement.
Reprinted with the permission of the Education Resources Information Center.
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