Transition Program

The Effectiveness of a Joint Academic and Behavior Transition Program

Brian Ericson

Proposal Submitted in Partial Fulfillment

Of the Requirements for the Degree of
Education Specialist in Principalship

M.A., Michigan State University, East Lansing, Michigan, 2010

M.A., Michigan State University, East Lansing, Michigan, 2012

EDL 721 Administrative Specialty II

Dr. LaCreta M. Clark, Associate Professor and University Supervisor

Saginaw Valley State University

April 2016

Transition Program

2
Abstract

This study was centered a four-week summer transition program, entitled Success Academy. The
program was dedicated to the promotion of academic soft skills, relationship building, and
parental involvement. The goal was to better prepare incoming ninth grade students for the
transition to high school. The control group consisted to students who were from the district
middle school and chose not to attend the Success Academy (n=78). The experiment group
consisted of students who attended 75% or more of the Success Academy sessions (n=57). Four
core teachers, counselors, and the school social worker instructed the students in the experiment
group. The program was four weeks long and consisted of four hours per day. Teambuilding,
relationship strategies, school rules, study skills, organization skills, and time management were
some of the main topics covered. To evaluate the academic effectiveness of the program, the
students in the control and experiment groups were divided into subgroups based upon their
middle school grade point average. This allowed for comparable students to be judged against
one another. Eighth grade GPAs were compared to high school grade point averages. To judge
behavior outcomes, the percentage increase in behavior incidents, from eighth grade to ninth
grade, was determined for both the control and experiment groups. Results indicated that the
students in the experiment group did not demonstrate significant improvement academically.
Results did indicate that students in the experiment group demonstrate significant behavior gains
when compared to the control group.

Transition Program

3
Table of Contents

Chapter I: Introduction.........................................................................................................5
Introduction to the Problem.....................................................................................5
Purpose of the Study and its Significance................................................................7
Chapter II: Review of Literature..........................................................................................8
Introduction..............................................................................................................8
Critical Problems Faced by Ninth Grade Students..................................................8
Correlations to Success..........................................................................................12
Multi-Faceted Interventions...................................................................................15
Summary................................................................................................................19
Chapter III: Methodology..................................................................................................20
Introduction............................................................................................................20
Methods for Experiment Design, Data Collection, & Analysis.............................20
Participants.................................................................................................20
Experiment Group........................................................................21
Control Group...............................................................................21
Setting........................................................................................................22
Procedure and Design................................................................................22
Data Collection..........................................................................................22
Data Analysis.............................................................................................23
Chapter IV: Results............................................................................................................24
Introduction................................................................................................24
Data Collection..........................................................................................24

Transition Program

Academic and Behavior Results................................................................25

Summary....................................................................................................27
Chapter V: Discussion........................................................................................................29
Introduction................................................................................................29
Limitations.................................................................................................29
Implications................................................................................................30
Need for Further Research.........................................................................30
References..........................................................................................................................31

Transition Program

5
Chapter I
Introduction

While demonstrating proficiency on the rigorous Common Core State Standards is at the
forefront of education, many ninth grade students are barely keeping their heads above water as
they transition to high school. Struggling ninth grade students are unlikely to rise to the
challenge of higher order thinking due to early failure and an inability to recover credits and
master ninth grade content (Cohen, 2009). In many content areas, ninth grade skills and mastery
serves as the foundation for success in later grades. Allensworth and Easton (2005) conducted a
longitudinal study on ninth grade students in Chicago Public Schools which found that students
ending ninth grade on track are three and a half times more likely to graduate on time than
students who are off-track academically after their first year of high school. Many students not
only fail to graduate on time, they fail to graduate period. More problematic is the fact that
dropout rate for low-income students is more than four times the dropout rate for their wealthy
counterparts (Chapman, 2010). This study aims to tackle the dilemma many freshman face by
implementing and evaluating a ninth grade transition plan.
A number of different theories exist on the derivation of failure in ninth grade year. One
of the assumed causes is that students lack the study and organization skills to be successful in a
more demanding academic environment. Allensworth and Easton (2007) conducted a large-scale
study on ninth grade success and found that upon entering ninth grade, there is a large decline in
the amount of time studying and the amount of effort put into coursework, which correlates to
more failures. Students often enter high school with the same expectations of middle school,
while teachers are promoting a more rigorous content that requires additional time outside of the
classroom. This dissonance in expectations may result in low performance. Rather than

Transition Program

contributing the problem to effort, Folk (2003) stresses that students struggle with academic
skills involving study habits, time management, test-taking, and homework completion. Such
skills may not be emphasized at the middle school level and may not be taught at the high school
level, thus leaving a gap of understanding.
A third perspective centers on changing relationships when entering high school.
Decrease teacher supervision in high school presents students with an abrupt dose of freedom,
which is misused and ultimately detrimental to their success (Krone, 2014). Students are not
accustomed to self-regulation, which is a staple of high school culture. Like the transition into a
new relationship with teachers, there is also a new relationship forged with peers in high school.
Social networks expand, social media becomes more prevalent, cliques forge, and sexual stresses
manifest (Cohen, 2009). This certainly has the potential to detract attention from learning due to
over-stimulation and due to an increase in negative stress. Newman, Newman, Griffen,
OConnor, and Spas (2007) conducted a study on the depressive effects upon entering high
school and concluded that students feel a lack of support with peers and teachers, leading to a
decreased sense of belonging.
Social, motivational, and skill-based causes have been identified in research as reasons
for ninth grade sub-par performance. Studies have also been conducted on what factors correlate
to success for ninth grade students entering high school. Chen and Gregory (2010) found that
parental assistance with academic tasks did not correlate to student achievement, but parental
expectations did. A study by Turner (2007) found that academic preparedness, parental
assistance, and peer and teacher support are contributors to students psychological preparedness
for high school. Academic preparedness was identified as having the strongest correlation to
successful shifting to high school. With the multiple causes of failure for ninth grade students

Transition Program

and the multitude of factors that lead to student success, a single solution is not reasonable.
Interventions must tackle the problem at hand from several fronts. Research supports this
approach with the finding that students who have participated in full transition programs have
been found to be much less likely to drop out than students in partial transition programs, and
than students who were not provided with supports to transition to high school (Smith, 1997).
Many educators and researchers contend that a combination of unique factors must be
incorporated into a successful transition program. Geltner, Law, Forehand and Miles (2011)
conducted research on a transition plan that focused upon ninth grade prerequisite skills, peer
interaction, career focus, and high school survival skills. Similarly, Kayler and Sherman (2009)
conducted a three-prong study with a dedication to cognitive skills (goal setting, time
management, study skills), social skills (teamwork, interpersonal skills), and self-management
skills (motivation). While many studies have proven to be effective, they often fail to measure
the intervention against the true barometer of success in high school: grades. Other shortfalls of
transition program studies conducted are the lack of comparison to a similar control group and
the absence of a measurement of the intervention on student discipline. There is more research
needed on the area of transition programs.
Purpose of the Study and its Significance
The purpose of this study is twofold. First, this study was intended to determine if a fourweek summer transition program dedicated to promoting academic skills, parental expectations,
and positive relationships, increases student academic adaption. Second, the study is intended to
determine if the transition program shows positive effect on student behavior compared to
similar peers.

Transition Program

8
Chapter II
Review of the Literature

Introduction
There is a myriad of literature on the dilemma faced by ninth grade students as they enter
high school and often struggle adjusting and performing academically. This literature reviewed
in this chapter is divided into three sections. First, there is a review of studies that aim to
identify specific critical problems faced by ninth grade student that contribute to their high rate
of failure. Second, studies are analyzed that attempt to identify specific situational factors that
correlate to successful assimilation into the high school setting. Finally, there is a review of
studies that evaluate the effectiveness of multi-faceted interventions to assist at-risk ninth grade
students.
Critical Problems Faced
The purpose of a study by Newman, Newman, Griffen, OConnor, and Spas (2007) was
to identify the relationship between depressive symptoms and the transition into high school.
The authors consider social support to encapsulate parental support, peer support, and support
from members of the school community. Peer support, social support, school belonging, and
depression were measured in this study. Peer and family support were measured using the
Perceived Social Support measure, which is a nineteen-item questionnaire. An eighteen item
likert questionnaire entitle the Psychological Sense of School Membership Scale was used to
gauge school belonging. The Reynolds Adolescent Depression Scale measured depression.
Finally, stressors were measured using the Life Events Questionnaire. This study did not feature
an intervention. Instead the study aimed to measure support, belonging, stressors and depression
in eighth and ninth grade. Year one of the study featured a near balance of eighth and ninth

Transition Program

grade participants. Year two saw the eight graders promoted to ninth grade and a new group of
eighth grade participants.
The results of the study found that the transition to high school corresponds to an increase
in depressive symptoms and a decrease in school belonging. When comparing eighth grade and
ninth grade students in the same year, there was not a significant difference between the reported
levels of parental and peer support. Yet, the longitudinal analysis of the same group of students
transitioning from eighth to ninth grade strongly suggested that there is a decrease in belonging
and an increase in depressive symptoms as students move from middle school to high school.
The Ninth grade surveys in particular indicate that parental support and school belonging were
factors strongly linked to depressive symptoms. The strength of this study is twofold. First,
rather than only comparing two distinct groups of eighth and ninth grade students, it measures
the change in depressive symptoms and belonging to a fixed group of students over a two-year
period. Second, this study is able to isolate students perceptions of peer support, family support,
and belonging with symptoms of depression. The weakness of this study comes in its lack of
diversity in the student population. The results of fifty students transition to high school may
not be representative of a larger population, given that all students were of a similar socioeconomic background, similar race, and faced some uniform experiences at the same schools.
Despite these limitations, this study provides insight into the lack of support students feel from
their peers and parents, and the lack of belonging they feel when transitioning to high school.
In 2003, Barbara Fulk conducted a study to address concerns about incoming ninth grade
students who were underperforming academically. Survey data was collected from ninth grade
students and freshman teachers regarding the most prominent areas of concern for successful
transition. About eighty percent of the ninth grade teachers completed the survey. Teachers

Transition Program

10

reported their classroom requirements, skills taught in the classroom, and areas of concern for
ninth grade students. Teachers found time management, test-taking skills, homework
completion, and motivation to be the highest priority areas for growth. Students were also
administered a survey in which over 70% of the ninth graders completed. Students rated
themselves on cognitive strategy use, concentration, intrinsic motivation, meta-cognition,
organization, self-efficacy, study habits, and test anxiety. Students were provide statements such
as I use an assignment notebook and asked to rate how much the statement is like them on a
four-point likert scale. Student results indicated that they would benefit from assistance in the
areas of study habits, self-regulation, and test anxiety.
These areas of concern were used to create a plan of action to assist ninth grade students
academically. One of the facets of the plan was increased collaboration with the middle school.
High school teachers met with eighth grade teachers to discuss successful strategies of
instruction utilized the previous year. Additionally, a ninth grade orientation for eighth grade
students was developed and scheduled with the aim of familiarizing students and parents with the
high school. Step up days were also a component of the large action plan. These orientation
sessions featured middle school students spending a day at the high school under the leadership
of upperclassmen, with a focus on team building. Professional development opportunities also
addressed some of the identified areas of concern. Teachers were trained in improving reading
and writing, differentiated instruction. A third area of the action plan was the creation of the
Student Leadership Orientation Board. The board was comprised of successful upperclassmen
who met with eighth grade students to provide tours and high school tips, and provided strategies
on study habits and self-regulation. Daily tutoring was also provided to these students during
lunch or study hall, upon the recommendation of teachers, parents, or counselors. The largest

Transition Program

11

component of the action plan was the implementation of a four-week summer program. Students
were recommended from the middle school based upon their grades. Topics of focus included
study skills, organization skills, using the media center, and other ninth grade strategies.
At the time of the study, the myriad of components of this action plan had not been
assessed for effectiveness. Data was collected on the four-week summer seminar, entitled the
Freshman Academy. Students were provided four hours of direct instruction in the core
content areas each day. Study skills, test taking, note taking, organization, and time management
were cornerstones of each course. At risk students who attended were compared to their eligible
counterparts who failed to attend. The rate of ninth grade failures was slightly lower in at-risk
students who attended the program. Attendees also had fewer discipline referrals, fewer course
failures, and a higher grade point average than their counterparts.
This study by Folk is valuable in its in depth analysis of student perceptions of their
weaknesses and teacher perceptions of critical areas for students to improve. While this study
was confined to a small population within one school district, the areas identified are uniformly
major transitions from most middle school to high school. Study habits, time management, testtaking skills, and homework completion are areas of concern for most ninth grade students. The
nature of the control group also allowed for a rich comparison. Students who attended were
compared to their at-risk counterparts, rather than to students who were not label at-risk. This
reinforced the findings that a four-week summer program dedicated to specific needs in this
community resulted in a better outcome for behavior and academics. There are also several
drawbacks to this study. First, there is little detail about the specifics of the Freshman Seminar.
Information about how time management skills were conveyed and understanding the approach
to increasing study habits would be beneficial, yet this is not disclosed. Furthermore, data is not

Transition Program

12

presented on the difference in discipline referrals and grade point averages between the targeted
students who attended and those who did not. There was a better outcome for those who
attended, but was it a significant difference? Finally, the other components of the action plan
were not measured. While common planning and collaboration with the middle school were part
of the Freshman Seminar, there is no data on the effectiveness of Step Up Days or the
Student Leadership Orientation Board.
Overall, this study by Folk comes with a dearth of data and a lack of details on the
intervention applied. It still stands as support of areas in which ninth grade students struggle to
adjust: study habits, time management, test-taking skills, and homework completion. It also
suggests that a four-week orientation program can yield positive effects on academics and
behavior when focusing on freshman survival skills.
Correlations to Success
Chen and Gregory (2010) conducted a study on the relationship between parental
involvement and academic engagement, positive relationships with teachers, and grade point
averages. The study featured fifty-nine students who were identified as low achievers. Five core
teachers and five elective teachers participated as well. Qualitative data was used as students
were surveyed on their perceptions of their teachers and their parental involvement in October
and again in February. The Steinberg Parent Encouragement Scale was used to gauge parent
involvement with tasks such as homework, as well as measuring parental encouragement.
Parental grade expectations were also measured. Teachers were called upon to rate students
engagement on a four-point likert scale, which included various forms of engagement. A
students average was found my using data from all of his or her teachers. Finally, to gauge

Transition Program

13

student-teacher rapport, students rated the degree to which they felt that their teachers cared for
them.
The results indicate that there is not a strong correlation between direct parent
participation, encouragement, and grade expectations. Parents who are involved in one aspect of
involvement are not necessarily likely to be involved in another avenue of involvement. One of
the findings was that students who reported their parents had high expectations for them had
higher grade point averages, greater classroom engagement, and a stronger feeling of teacher
care. There was a strong correlation for both parental expectations for high grade point averages
and for eventual educational success beyond high school. It is important to note that parental
involvement through assistance with homework was not found to be linked to classroom
engagement or greater educational outcomes. A second finding is that there is a correlation
between students perception of feeling encouraged by their parents and students perceiving to
have a caring relationship with their teachers.
One of the strengths of this study is its ability to dissect different aspects of parental
involvement. Understanding the difference between parental expectations, involvement, and
encouragement is beneficial because not all parental involvement forms yield academic success.
Additionally, this study is valuable in its connection between encouragements at home and at
school. Teachers with high expectations and a stern demeanor may be perceived as caring, if the
same high standards and toughness are part of a students home culture. This study does have its
limitations as well. The study features a small sample size, and excludes students who are
deemed to be on track academically. This makes the study less applicable to student populations
at large. Furthermore, the data is contingent upon the responses of students. While teachers are
likely to have a consistent definition of engagement, students may perceive parental involvement

Transition Program

14

and teacher care very differently. Nonetheless, this study offers insight into the importance of
parental expectations and the value of schools investing in parents setting high expectations for
students.
A 2007 study by Sherri Turner sought to determine how academic preparation, career
development skills, parental assistance, and social barriers predict preparation for the transition
to high school. About one hundred and fifty eighth grade students were selected for the study.
Ninety six percent of the student population was at or below the poverty level and the district
featured below 50% of students graduating in a four-year window. The Missouri Comprehensive
Guidance Survey gauged career development skills. Student confidence on their possession of
career skills was measured on a seven-point likert scale. Parental assistance was measured using
the Career-Related Parental Support Scale. The survey was comprised of four components:
parental encouragement, assistance with school-related tasks, prevalence of role modeling, and
provision of emotional support. Academic preparation and social barriers were both measured
through the use of the Perceptions of Barriers Scale. These four measurements were each
compared against students psychological preparation for high school on two fronts. A modified
Career Transition Inventory gauged students preparation in the combined areas of readiness,
confidence, and support. The Career Transition Inventory also measured students preparation
with a combination of control and independence.
The data revealed that academic preparation had the largest positive effect on students
readiness, confidence, and support. Parental support with learning also positively correlated to
students perceptions of readiness, confidence, and support. There was also a negative
correlation between a lack of peer support/lack of teacher support and readiness, confidence, and
support. When measuring students perception of their preparation in the areas of control and

Transition Program

15

independence, academic readiness again had the strongest positive correlation. Career planning
and parental support with learning also demonstrated positive effects in control and
independence. The study found no significant correlation between low socio-economic status,
perceptions of abilities, and students psychological preparation for high school.
The study by Turner (2007) featured several limitations. First, there was no concrete data
collection based upon students success or failure in high school with regards to academics. All
data was self-reported by student and not verified by their actual performance. Second, the
structural equation model used correlations between academic preparation, career competencies,
parental support, social barriers and students psychological preparation. There was not a control
group that enabled a relational comparison. The strength of this study also lies with the
structural equation modeling. This methodology enabled a unique comparison between how
student perceive specific situational factors and their psychological preparedness. This study
developed and executed by Turner (2007), highlights the fact that academic preparedness,
parental assistance, and peer and teacher support are contributors to students psychological
preparedness for high school.
Multi-Faceted Interventions
A study by Geltner, Law, Forehand and Miles (2011) examines the effectiveness of a
summer transition program entitled CAT Camp. CAT Camp was developed by counselors and
administrators with the aim of assisting students in the academic, career, and social domains.
The hope was that this transition program would dually provide students with pertinent
information and strategies for success, as well as create a sense of belonging. All incoming ninth
grade students were invited to the one-week CAT camp and were given the choice of several
weeks to attend. Teachers and counselors addressed the students in small and large groups with

Transition Program

16

strategies on how to be successful in a high school setting. There were a number of components
to this program. Interacting with peers in a positive manner was a cornerstone of the program.
Over the course of the week, students were instructed on prerequisite academic skills identified
by teachers, interpersonal skills, and career exploration through the use of technology. High
school survival skills were also presented, including, understanding graduation requirements,
understanding how to student, and time management. Throughout the week students were
introduced to various staff members and familiarized themselves with the building. Parents
attended the CAT Camp on the final day for a recap of the week.
Eleven percent of the incoming ninth grade population attended CAT Camp. Data on
these students was collected in several manners. First, the counselors created a pre-test and
posttest. The tests were multiple-choice and featured 24 questions about school procedures. The
average on the posttest was 95%, which demonstrates that certain knowledge about the school
was obtained. Data were also collected throughout the ninth grade year. Grade point average,
promotion rate, attendance, and discipline were tracked for those students who attended. 97% of
students who attended CAT Camp were promoted to tenth grade. This is compared to less than
75% of students who did not attend CAT Camp. The average grade point average of students
who attended CAT Camp also far exceeded ninth grade students who did not attend.
Additionally, ninth grade students who attended CAT Camp had less discipline referrals than
their counterparts who did not attend the transition program. This positive trend followed these
students during their sophomore and junior years as well.
There are definite strengths in this study by Geltner, Law, Forehand and Miles (2011).
The combination of peer interaction, dedication to ninth grade prerequisite skills, exploration of
careers, a seminar on survival skills, and a focus on high school procedures resulted in great

Transition Program

17

success for the students in attendance. The collection of data over a three-year period is
valuable, in that it shows the connection between starting out prepared and maintaining success.
While the multi-faceted nature of the CAT Camp contributed to its success, it complicates the
study. It is not possible to differentiate which components truly yielded the student success. The
other drawback of the study is its lack of a true control group. Student who attended CAT Camp
voluntarily may have been present due to involved parents, or due to intrinsic motivation to
succeed. Conversely, students who failed to attend may have less parental involvement, less
motivation, and may have transportation issues. The two compared groups are not random.
Nonetheless, the study demonstrates that there are positive effects of a multi-faceted summer
transition program.
Kayler and Sherman (2009) dedicate their study to the evaluation of a study skills
program featuring I) cognitive skills (goal setting, time management, study skills), II) social
skills (teamwork, interpersonal skills), and III) self-management skills (motivation). The goal of
the study was to address the academic need of the students, based upon their previous academic
struggles, and to forge positive relationships within the school. Two counselors led the program
and regularly engaged the students in discussions about the importance of obtaining the
presented high school survival skills. Discussions also revolved around the connection between
a positive attitude towards school, a positive rapport with teachers, and the avoidance of
discipline incidents. Just over one hundred students were selected for the study. At the
beginning of the year, 8th grade competency tests were used to determine at-risk status. Once
grades were reported for the ninth grade year, students from the bottom 50% of grade point
averages were labeled at-risk and invited into the program. Given that the vast majority of the
targeted students participated, there is no control group in this study. These students participated

Transition Program

18

in the intervention for one class period per week for a six-week period. Groups were relatively
small, featuring about twelve students. The seven themes for the meetings were goal setting,
time management, homework, study skills, test-taking, reducing test anxiety, and organization.
The program was evaluated using a pretest and posttest. A survey on studying was
administered at the start of the program and at the conclusion. Time usage, persistence,
organization, note taking, and test-taking skill were topics upon which students responded. For
example, questions included I study on a regular basis and I come to class prepared. Posttest
scores were significantly higher in the areas of time-usage, note taking, exam preparation,
reading, organization, persistence, and study skills. The one area that did not see growth from
the pretest to posttest was concentration. To determine if the adoption of these skills and
strategies manifested in academic success, grade point averages were analyzed. There was found
to be no significant difference in grade point average before the intervention and after the
intervention.
This study, conducted by Kayler and Sherman, comes with several limitations. First,
there is no control group with which to compare these students. Without a control group, it is not
possible to determine if the adoption of study skills mitigated a larger decrease in grade point
averages, as the difficulty in classes increased. Second, the conclusion of the second session and
the submission of grades was close enough to question weather students truly had time to
implement the changes on a significant amount of a semester. Third, there is no data presented
on students not in the program and the change in their grade point average over the course of
freshman year. This could act as a means with which to gauge the increase in complexity in the
ninth grade curriculum. Despite these drawbacks, the study is strong in its use of surveys. The
only way to truly gauge studying, concentration, persistence, and motivation is through students

Transition Program

19

self-assessments. While the adoption of strategies is not directly linked to an increase in grade
point averages, this study does indicate that programs dedicated to increasing cognitive, social,
and self-managements skills can achieve that aim. This alone is not a solution to the problem of
academic struggles for ninth grade students.
Summary
The current research on transition struggles from middle school to high school is
widespread and covers a multitude of topics. There is evidence that students struggles are
connected to social issues, including a lack of peer support, a lack of parental support, and a
decreased feeling of belonging in high school. Deficiencies in academic skills are also a factor
in student struggles in ninth grade. Insufficient study skills, organization skills, time
management, and homework completion are related to a difficult transition. A number of factors
correlate to successful transition to high school, including career development skills and
academic preparation. There are conflicting findings on the importance of parental support with
learning tasks, but parental expectations were found to correlate to greater student outcomes.
Academic transition program interventions with a combined dedication to academics, social
components, and career development skills were found to be successful in promoting more
positive student academic outcomes.

Transition Program

20
Chapter III
Methodology

Introduction
There are a number of different theories on why the transition to high school is
challenging for students. Many researchers and educational practitioners believe that the cause is
largely the changing relationships faced by students. A sense of belonging is vital to transitioning
and has been found to strongly correlate to academic success (Roybal, 2014). The sense of
belonging is often threatened as high school culture features more student independence, less
teacher support, and increased social pressures. Another cause presented cause is the lack of
academic skills student posses when entering high school. Soft skills, such as organization,
study skills, and test taking skills are essential as students are forced to become more
independent. These deficiencies, coupled with an undefined parent role, arguably contribute to
the high failure rate of ninth grade students across the nation.
This study focuses on a three-ponged transition plan for incoming ninth grade students,
featuring well-defined parental expectations, soft academic skills, and relationship building.
Discipline and academic outcomes will be measured. This chapter provides the methodology
and the experimental design of the study.

Methods for Experiment Design, Data Collection, & Analysis

Participants
There are a total of one hundred and eighty ninth grade students who will be used for this
study. All students received an invitation to the summer transition program through the mail.
Those coming from the middle school also were informed at their graduation about the

Transition Program

21

opportunity. Eighty students voluntarily attended the summer transition program, entitled
Success Academy. These eighty students are in the experimental group. The other one
hundred students chose not to attend the summer program and will be in the control group.
Experimental Group
The students who participated in the Success Academy attended for four hours per day
over a four-week period. The students were placed in four cohort groups and rotated between
social studies, mathematics, science, and English. Each rotation was with the corresponding
ninth grade teacher and lasted for about forty-five minutes. Students were exposed to academic
skills, such as organization, test taking, and study-skills, specific to each content area. Students
gained an understanding of the expectations for the upcoming year. Relationship building
occurred daily as well with large group instruction from counselors and the school social worker.
Topics covered included teamwork, citizenship, responsibility, bullying, how to handle a problem
with a peer, how to handle a problem with a staff member, and much more. Teambuilding
exercises and peer collaboration were also cornerstones of the program. Additionally, the parents
of the students were invited to a presentation and ceremony at the end of the program and were
provided strategies to foster a successful transition. Parents were informed about the need to set
high expectations, the importance of allowing their students to work independently, and how to
regularly check their progress on our online grading system.
Control Group
The control group for this experiment consists of students who did not attend the
freshman Success Academy over the summer. Therefore, these students did not receive
instruction on prerequisite academic skills and relationship building. They were not exposed to

Transition Program

22

the expectations at the high school, did not partake in team building, and their parents were not
presented with strategies to promote success.
Setting
This study was conducted at Chandler Park Academy High School in Harper Woods,
Michigan. This is a public charter school that services over seven hundred students. Ninety-nine
percent of the student population is African American. The school is a Title I school with about
ninety percent of the student population qualifying for free and reduced lunch. Over seventy five
percent of the students at the high school attended Chandler Park Academy Middle School.
Procedure and Design
The study conducted is an experimental study with a control group and experimental
group. Students are placed in the control or experimental group based upon their decision to
attend the summer transition program, entitled Success Academy. The Success Academy will
promote a successful transition by focusing upon academic skills, relationship building, and by
promoting high parental expectations. Four freshman teachers, school counselors, and the social
worker will lead the program. Academic skills such as organization, test taking, studying, and
note taking will be content-specific and general. Interpersonal skills will be a major focus for
whole group sessions led by the counselors and social worker. These sessions will require active
involvement from the students.
Data Collection
Academic and behavioral outcomes will both be measured to gauge the effectiveness of
the summer Success Academy. Comparing academic outcomes of the average student who
attended the program to the average student who did not attend is problematic. Students who
voluntarily attended may have more motivation and may be more proficient in mathematics and

Transition Program

23

English from the onset. To attempt to compare students with similar academic backgrounds, all
students will be divided into quartiles based upon their eighth grade GPAs, which were
calculated at the end of eighth grade. Then, students who attended the Success Academy will be
compared to their GPA counterparts who did not attend the success academy. This will enable a
comparison between students whose ability and motivation levels were similar at the end of
eighth grade, and will hopefully pinpoint the effect of the skills and relationship building
transferred in the program. The academic outcomes will be measured by student grade point
average for their semester I core courses. Our courses are standards-based and feature common
assessments and common grading. This is an equitable measurement.
Behavior will also be measured to assess how relationship building and academic success
affect attitude and focus. The number of a students behavior referrals in the first semester will
be compared to the number of behavior referrals they received in the second semester of eighth
grade. The change for students who attended success academy will be compared to the change
for those who did not attend. This will take into account behavior problems present before
attending or failing to attend Success Academy.
Data Analysis
The data for behavior will be displayed in two different formats. There will be an
average change in referrals for both the control and experiment group. There will also be a
percentage increase or decrease in referral for each group. Academic data will be presented in a
graph. Students who attended Success Academy will be compared to their counterparts in the
same eighth grade GPA range. This will be done four quartiles of GPA scores and both math and
English, making for eight comparisons. This too will be in the appendix.

Transition Program

24
Chapter IV
Results

Introduction
In this study, ninth grade students who attended a four-week summer Success Academy
were compared to their counterparts who did not attend the program. The program focused on 1)
parental involvement, 2) soft academic skills, and 3) relationship building. Grade point averages
and the number of behavior infractions were both analyzed to determine how the program
affected academic and behavior improvement. This chapter will analyze the data to determine if
there is a correlation between academic improvement or behavior improvement, and attendance
at the Success Academy program.
Data Collection
The first determination that needed to be made when collecting an analyzing the data was
what level of attendance justified that a student was part of the experiment group. Over seventy
students attended the Success Academy to varying degrees. The determination made was that a
student was part of the experiment group if he or she had at least 75% attendance in the Success
Academy program. Fifty-seven students met this requirement and constitute the experiment
group. The control group consists of students who did not attend the Success Academy at all.
Seventy-eight students constitute the control group. Students who attended the program less than
75% of the time were excluded from the study. They received some guidance and would not fit
in the control group. Likewise, they did not attend the Success Academy enough to reap the
benefits and could not be placed in the experiment group. It is also important to note that all
students who did not attend Chandler Park Academy Middle School were excluded from the

Transition Program

25

study altogether. We do not have discipline data on these students and their eight grade GPAs
would not correlate to all of the other students who had equitable courses within our district.
Once students were placed in the experiment or control group, they were divided based
upon their eighth grade year-end GPA. Student were divided into one of the following four
groups: I) below 2.0, II) 2.0 2.49, III) 2.5 2.99, and IV) 3.0 and above. This enables a
comparison between control and experiment students who entered the high school with similar
academic histories.
Discipline data was also analyzed, but in a different manner. Students were not divided
into groups based upon the number of behavior incidents in middle school. Nearly all students
had three behavior incidents or less, which does not indicate a significant amount of difference.
Instead, the number of behavior incidents in eighth grade was compared to the number of
behavior incidents in the first semester of high school. The total increase or decrease is a bit
skewed because the control and experiment groups are not equal in numbers. The percent
increase or decrease for each group gives a good estimate of the change between students who
attended and those who did not.
Academic and Behavior Results
Grade point averages from eighth grade and semester one of high school were compared
for students who attended 75% of the Success Academy sessions and students who did not attend
at all. The first groups of students analyzed were those who struggled in middle school.
Students who had an eighth grade GPA below 2.0 and attended Success Academy improved on
average. The average GPA of this cohort of students increased from 1.5 to 1.6. This is a
negligible increase, as it does not even account for a full letter grade increase per student. The

Transition Program

26

other noteworthy finding is that corresponding students, with below a 2.0 in eighth grade, who
did not attend the program saw the same increase.

The second two groups of student compared were those who possessed a GPA between
2.0 and 2.49. Both students who attended Success Academy and those who did not, saw a
decrease in grade point averages. In fact, students who attended Success Academy saw a larger
decrease in average GPA. The third academic comparison featured student who did fair in eighth
grade. This comparison found that students who did not attend Success Academy maintained the
same grade point average, while those who attended saw a 0.2 GPA decrease on average.

Finally, high achievers earning above a 3.0 in middle school, were compared. These
students who did not attend and were therefore in the control group, maintained their GPAs on
average. Their counterparts, who attended the program, had a 0.3 decrease in their grade point
averages. This amounts to about two letter grades.

Transition Program

27

A behavior comparison was also conducted. The total number of behavior incidents in
eighth grade was compared to the total number of behavior incidents in the first semester of ninth
grade. The total number of behavior incidents should not be used a measurement for the success
of the program because there are nineteen more students in the control group. Instead, the
change for each group should be analyzed.

Students in the control group, collectively, had only

one fewer behavior incident. This is a 1% change. On the other hand, students in the experiment
group saw a decrease of ten behavior incidents. This is a 16% decrease in behavior incidents.
Summary
The results indicate that regular attendance at the Success Academy summer program did
not correlate to an increase in academic performance in ninth grade. The only subgroup in which
there was an increase in grade point average was that with students who possessed below a 2.0 in
middle school. Students in the control group saw the same increase. This fact negates the
improvement. Data indicates that students in the other three experiment subgroups had an
average decrease in their GPAs. In all three cases, this decrease was larger than the decrease in
the control group. Therefore, it cannot be argued that the Success Academy mitigated an

Transition Program

28

otherwise difficult high school transition. The data strongly indicates that the Success Academy
did not have a positive academic effect on students who attended 75% or more. Focusing on
academic soft skills and exposing parents to high school expectations did not result in an
improvement in academic performance.
Behavior data tells a much different story. There was a 16% decrease in behavior
incidents for students who attended Success Academy, compared to eighth grade. This can be
compared to the control group, who saw a negligible 1% decrease in behavior incidents. This
comparison suggests that there is a correlation between improved behavior and Success
Academys dedication to parental involvement and relationship building.

Chapter V
Discussion

Transition Program

29

Introduction
This study intended to evaluate the academic and behavior effects of a four-week summer
Success Academy program. The program was hinged upon three pillars of parental involvement,
soft academic skills, and personal relationship building. The data indicated that the program was
strongly linked to an improvement in behavior, but did not correlate to improved academic
performance.
Limitations
The data provided a unique comparison between students who attended the Success
Academy summer program and those who did not. By creating subgroups, the study was further
able to gauge academic and behavior growth between comparable control and experiment
groups. Still, there are nuances to the study that must be taken into consideration when applying
at large.
First, there were a number of variables that could not be controlled. Academically, ninth
grade students have different electives, which affect grade point averages. Certain students may
be blessed with physical education, while others may be placed in the project heavy, computers
course. Likewise, certain students will be placed with an authoritarian, while others will not.
These variances were not accounted. Rather, it was reasoned that the schedule is randomly
assigned and students in the experiment and control group have an equal chance of landing in
different classes and with different teachers. It is possible, however, that one of the groups had a
disproportionate amount of students with certain electives or with certain teachers.
Second, this study features a very small sample size. There were just over one hundred
students involved in the study. Similarly, the study featured only four teachers involved in the

Transition Program

30

Success Academy and only a few support staff. Therefore, the results were highly contingent
upon the competence, effort, and dedication of a select few staff members.
The small samples size of this study and the uncontrollable factors should be taken into
consideration if applying this study to other settings.
Implications
Two main implications arose from this study. When students are provided with
relationship building skills and when parents are involved and understand school policies,
students are more likely to demonstrate increases in positive behavior. In the future, we will
continue to involve parents in the transition process and we will continue to focus upon
relationship building. The second implication of this study is that a dedication to soft academic
skills, (organization, study skills, time management, test taking strategies) in a transition program
does not correlate to academic improvement. Looking ahead, we will have to revamp our
academic drivers and focus more upon basic skills that are needed for success.
Need for Future Research
Students in the Success Academy program improved their behavior upon entering high
school. There were very few incidents of relational aggression. Despite our efforts to introduce
school rules with parents and students, tardiness, dress code violations, and cheating were all
common infractions. Future studies need to address how to assist students in adjusting to the
high school culture and more stringent rules. Also, the majority of the students in the study saw
a decrease in grade point average, despite the instruction on soft skills. Future research is also
needed on how to assist eighth grade students academically when transitioning to high school.
References
Allensworth, E. and Easton, J.Q. (2007) What Matters for Staying On-Track and Graduating in

Transition Program

31

Chicago Public Schools. Chicago, IL: The University of Chicago Consortium on Chicago
School Research.
Allensworth, E.M. & Easton, J.Q. (2005). The on-track indicator as a predictor of high school
graduation. Retrieved November 01, 2009 from
https://ccsr.uchicago.edu/sites/default/files/publications/p78.pdf
Chapman, C., Laird, J., and KewalRamani, A. (2010). Trends in High School Dropout and
Completion Rates in the United States: 19722008 (NCES 2011-012). National Center
for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
Washington, DC. Retrieved [date] from http://nces.ed.gov/pubsearch.
Chen, W. & Gregory, A. (2010). Parental Involvement as a Protective Factor During the
Transition to High School. The Journal of Educational Research, 103(1), 53-62.
Retrieved November 5, 2015, from EBSCOhost.
Cohen, J. & Smerdon, B. (2009). Tightening the Dropout Tourniquet: Easing the Transition
from Middle School to High School. Preventing School Failure, 53(3), 177-184.
Retrieved November 6, 2015, from EBSCOhost.
Fulk, B. (2003). Concerns About Ninth Grade Students Poor Academic Performance: One
Schools Action Plan. American Secondary Education, 31(2), 8-26. Retrieved
November 6, 2015, from EBSCOhost.
Geltner, J., Law, B., Forehand, A., & Mills, D. (2011). Improving High School Transition with
CAT Camp. Georgia School Counselors Association Journal, 18(1), 48-53. Retrieved
May 2, 2015, from EBSCOhost.
Kayler, H. & Sherman, J. (2009). At Risk Ninth Grade Students: A Psychoeducational Group
Approach to Increase Study Skills and Grade Point Averages. Professional School

Transition Program

32

Counseling 12(6), 434-439. Retrieved November 5, 2015, from EBSCOhost.

Krone, E., McDaniel, B., & Puller, J. (2014). Free to Fail or On-Track to College: Why Grades
Drop When Students Enter High School and What Adults Can Do About It (University of
Chicago CCSR Research Brief). Retrieved from
http://ontrack.uchicago.edu/pdfs/Focus_on_Freshman_Why_Grades_Drop.pdf
Newman, B., Newman, P., Griffen, S., OConnor, K., & Spas, J. (2007). The Relationship of
Social Support to Depressive Symptoms During the Transition to High School.
Adolescence, 42(167), 441-459. Retrieved November 5, 2015, from EBSCOhost.
Roybal, V., Thornton, B., & Usinger, A. (2014). Effective Ninth-Grade Transition Programs
Can Promote Student Success. Education, 134(4), 475-487. Retrieved November 5,
2015, from EBSCOhost.
Smith, J.B. (1997). Effects of Eighth-Grade Transition Programs on High School Retention and
Experiences. Journal of Educational Research, 90(3), 144-152.
Turner, S. (2007). Preparing Inner City Adolescence To Transition to High School.
Professional School Counseling, 10(3), 245-252. Retrieved November 5, 2015, from
EBSCOhost.