Strategies identified for grade nine transition programs in relation to academic achievement, discipline, and student attendance
This study identified strategies implemented by administrators and teachers for freshman transition programs in the areas of academic achievement, classroom discipline, and student attendance. The rationale for the study was to report strategies identified by administrators and teachers that support the transition for grade nine students from middle to high school. The study focused on the freshman transition in relation to academic achievement, classroom discipline, and student attendance. An interview protocol consisting of questions relating to demographics, strategies relating to academic achievement, discipline, and student attendance in freshman transition programs. The data collected were analyzed through identifying recurring themes that emerged from the interviews. Overall, the findings revealed that educators mainly identified the following strategies for supporting freshman transition programs in areas of academic achievement, classroom discipline and student attendance: acclimation and mentoring, data driven instruction, intervention programs, small learning communities, relationship building, and flexible scheduling. These themes were repeated throughout the majority of the responses. The researcher recommends that this study be expanded to include different geographic areas to examine the viewpoints of district superintendents on the benefits of freshman transition programs. One implication from the results of this study is for school district leaders support in-school intervention programs that monitor students' academic achievement, discipline, and attendance.
Educational leadership|Middle School education|Secondary education
Bethea, Terrie, "Strategies identified for grade nine transition programs in relation to academic achievement, discipline, and student attendance" (2016). ETD Collection for Fayetteville State University. AAI10610442.