Kami Upton

Qualitative Mini Proposal

1. Problem/Topic
The effects that the transition from junior high to high school has on the academic
performance of students
2. Why does this need to be investigated?
The purpose of this study is to investigate the relationship between the transition to high
school and academic performance of freshman students and how the transition affects the
academic performance of those students, specifically the academic performance of
students enrolled in a high school algebra one class.
3. Research Question/Hypothesis
How does the transition from junior high to high school effect the academic performance
of ninth grade students enrolled in an algebra one class at Hallsville high school?

It is hypothesized that the transition from junior high to high school negatively affects the
academic performance of ninth grade students in that students exhibit a lack of
motivation due to many aspects of high school, including social pressure, rigor of classes,
intimidating teachers, etc.
4. Limitations that are Expected
The limitations that are expected will be that the study will take place in one classroom of
students, and it will take place over a span of one school year. The biases that I will have
to overcome would be that the students observed would be my own students and in my
own classroom, and I will be looking for specific reasons how their academic
performance is affected by the transition from junior high. Another limitation/bias that I
will have to overcome would be that I am a former student of the school that the study is
taking place, and I will be biased towards my own experiences during the same transition.

I will overcome these biases by keeping an open mind during the research despite my
biases, and look for the unexpected.
5. Literature Review
Topics to search (keywords)
Transition to high school, effects on academic performance, differences between eighth
grade math classes and ninth grade math classes, student expectations of high school, and
high school programs that ease the transition to high school
Possible Articles
Cullen, M., & Robles-Pina, R. (2009). Grade transitions from elementary to secondary
school: What is the impact on students?. Southeastern Teacher Education Journal, 2(1),
31-38.
Cohen, J. S., & Smerdon, B. A. (2009). Tightening the dropout tourniquet: Easing the
transition from middle to high school. Preventing School Failure, 53(3), 177-184.
McIntosh, J., & White, S. H. (2006). Building for freshman success: High schools
working as professional learning communities. American Secondary Education, 34(2),
40-49.
Ellerbrock, C. R., & Kiefer, S. M. (2014). Supporting young adolescents' middle-to-high-
school transition by creating a ninth grade community of care: Implications for middle
grades educators. Middle School Journal, 45(3), 3-10.
Neild, R. (2009). Falling off track during the transition to high school: What we know
and what can be done. Future Of Children, 19(1), 53-76.
Hauser, G. M., Choate, K., & Thomas, T. P. (2009). A two-year study of stakeholder
perceptions associated with the transition from 8th grade to high school. International
Journal Of Learning, 16(3), 315-326.
6. Qualitative Research Method
My study will be an action research study because I will be the teacher investigating the
effects of the transition from junior high to high school on the academic performance of
my own students.
7. Setting/Participants/Sampling
The study will take place in my freshman algebra one classroom at Hallsville High
School located in Hallsville, Tx. The study will take place over the course of one school
year, which is from late August to the end of May. The participants will be eighty ninth
graders ranging in ages from thirteen to fifteen. I will also be an active participant as the
researcher and the teacher. The sampling will be purposive because I will be the one
choosing the participants.
8. Trustworthiness
In order to ensure credibility I will spend a whole school year in the field collecting as
much data as possible. I will also complete many observations that will take place daily
within the school day, do peer debriefing, triangulate the data collected from many data
sources, and do member checks. To ensure transferability, I will collect and keep very
detailed and organized records of data. To ensure dependability, I will overlap methods
and develop an audit trail so that my peers, professor, or principal can examine the
processes of data collection, analysis, and interpretation and make reasonable conclusions
based on the data I have collected. In order to ensure confirmability I will practice
triangulation and intentionally reveal any underlying assumptions or biases that may
cause me to formulate a set of questions or present my findings in a particular way by
keeping a journal as a record of my reflections and musings of my observations.
9. Types of data
The types of data that will be included in my study will be interviews of students before
the school year begins and after the school year ends, observations within the classroom,
my own reflections based on observations, and student reflections of their high school
experiences as they happen. These types of data will help me ensure that my findings are
accurate and supported by the data collected.
10. Data Analysis/Coding
Data analysis and coding will take place as the data are being collected. I will keep the
data organized based on themes that appear during observations, interviews, and
reflections. The data will be color coded on index cards to remain organized, and the
observations, interviews, and reflections will be collected with the setting, date, and time
noted. Deep thought will take place during the data analysis and coding process to ensure
organization and valid conclusions based on the data collected.