scholarly journals On Track or Derailed? Race, Advanced Math, and the Transition to High School

2021 ◽  
Vol 7 ◽  
pp. 237802312098029
Author(s):  
Yasmiyn Irizarry
Keyword(s):  
High School ◽  
Middle School ◽  
Longitudinal Study ◽  
Ninth Grade ◽  
Transition To High School ◽  
Performance Factors ◽  
Recent Scholarship ◽  
Racial Gaps ◽  
Accelerated Math ◽  
Research And Policy

Recent scholarship has examined how accelerated math trajectories leading to calculus take shape during middle school. The focus of this study is on advanced math course taking during the critical yet understudied period that follows: the transition to high school. Data from the High School Longitudinal Study of 2009 are used to examine advanced math course taking in ninth grade, including both track persistence among students who took advanced math in middle school and upward mobility among students who took standard math in middle school. Results reveal sizable racial gaps in the likelihood of staying on (and getting on) the accelerated math track, neither of which are fully explained by prior academic performance factors. Interactions with parents and teachers positively predict advanced math course taking. In some cases, interactions with teachers may also reduce inequality in track persistence, whereas interactions with counselors increase such inequality. Implications for research and policy are discussed.

Longitudinal Study of Bullying: From Middle School to High School

2009 ◽  
Author(s):  
Darren Richmond ◽  
Charlotte Richmond ◽  
Thomas Prihoda
Keyword(s):  
High School ◽  
Middle School ◽  
Longitudinal Study

The Consequences of Friend-Related Stress Across Early Adolescence

2019 ◽  
Vol 40 (2) ◽  
pp. 249-272
Author(s):  
Aprile D. Benner ◽  
Yang Hou ◽  
Kristina M. Jackson
Keyword(s):  
High School ◽  
Middle School ◽  
Middle School Students ◽  
High School Transition ◽  
School Transition ◽  
Well Being ◽  
Risky Behaviors ◽  
Transition To High School ◽  
School Students ◽  
Related Stress

The current study investigated early adolescents’ experiences of friend-related stress across middle school and its developmental consequences following the transition to high school. Using a sample of approximately 1,000 middle school students, four unique friend-related stress trajectories were observed across middle school: consistently low friend-related stress (57% of the sample), consistently high friend-related stress (7%), moderate and increasing friend-related stress (22%), and moderate but decreasing friend-related stress (14%). Groups characterized by higher levels of friend-related stress across middle school were linked to subsequent poorer socioemotional well-being, lower academic engagement, and greater involvement in and expectancies around risky behaviors following the transition to high school. Increased friend-related stress across the high school transition was also linked to poorer outcomes, even after taking into account earlier stress trajectories. Gender differences highlighted the particular struggles girls experience both in friend stress and in the links between friend stress and subsequent well-being.

Continuing in Mathematics: A Longitudinal Study of the Attitudes of High School Girls

1982 ◽  
Vol 7 (2) ◽  
pp. 132-140 ◽  
Author(s):  
Julia Sherman
Keyword(s):  
High School ◽  
Longitudinal Study ◽  
Mathematics Teacher ◽  
Ninth Grade ◽  
College Preparatory ◽  
Mathematics Attitudes ◽  
High School Girls ◽  
Learning Mathematics ◽  
Mathematics Confidence ◽  
School Girls

The mathematics attitudes (determined by ratings on the Fennema-Sherman Mathematics Attitudes Scales) of ninth grade girls of similar intellect who subsequently took one to four years of college preparatory math were compared in 1975 and 1978 (n = 84). Math enrollment groups differed significantly on the following scales: Usefulness of Mathematics, Confidence in Learning Mathematics, Teacher (perceived attitude toward the student as a learner of mathematics), and Effectance Motivation in Mathematics as assessed both in Grades 9 and 12, and on the Math as a Male Domain Scale as assessed in Grade 12. From Grade 9 to 12, scores on the Attitude toward Success in Math Scale became significantly more positive.

scholarly journals Peer Rejection as a Precursor of Romantic Dysfunction in Adolescence: Can Friendships Protect?

2019 ◽  
Author(s):  
Hannah Schacter
Keyword(s):  
High School ◽  
Middle School ◽  
Romantic Relationship ◽  
Protective Factor ◽  
Longitudinal Design ◽  
Peer Rejection ◽  
Friendship Quality ◽  
Ninth Grade ◽  
School Students ◽  
Prospective Longitudinal

Introduction: Using a prospective longitudinal design across six years, the current study investigated whether adolescents’ experiences of peer rejection across middle school increased their risk of maladaptive (aggressive and unsupportive) behaviors in high school romantic relationships. Additionally, friendship quality following the transition to high school was examined as a potential protective factor. Methods: The sample consisted of 1,987 ethnically diverse youth (54% female; Mage=17.10) who were romantically involved at eleventh grade. Peer rejection (based on peer nominations) was assessed at four time points across three years in middle school. Students reported on their friendship quality in ninth grade and their aggressive (e.g., shouting; hitting) and supportive (e.g., listening; helping) behaviors towards a romantic partner in eleventh grade. Results: Results demonstrated that adolescents who were increasingly rejected by peers during middle school were more likely to behave aggressively towards their romantic partners in high school. Friendship quality at the beginning of high school moderated prospective links from rejection to support, such that escalating middle school peer rejection predicted less supportive romantic behaviors only among youth with low-quality friendships at ninth grade. These patterns were documented over and above the effects of sex, ethnicity, socioeconomic status, and students’ aggressive behavior at the beginning of middle school. Conclusions: Together, the findings suggest that 1) increasing peer rejection during middle school may spiral into later romantic relationship dysfunction and 2) supportive friendships across a critical school transition can interrupt links between peer and romantic problems.

Families Ask: Algebra in the Middle Schools

2009 ◽  
Vol 14 (8) ◽  
pp. 502-503
Author(s):  
Grace Dávila Coates
Keyword(s):  
High School ◽  
Middle School ◽  
Middle Schools ◽  
Ninth Grade ◽  
Eighth Grade

Our middle school is encouraging all students to take algebra in the eighth grade. I took it in ninth grade. Isn't algebra a high school course? My child has done OK in math so far but may not want to take algebra next year. What's the rush?

scholarly journals Alabama Parenting Questionnaire–9: Longitudinal Measurement Invariance Across Parents and Youth During the Transition to High School

Assessment ◽  
2015 ◽  
Vol 24 (5) ◽  
pp. 646-659 ◽  
Author(s):  
Thomas J. Gross ◽  
Charles B. Fleming ◽  
W. Alex Mason ◽  
Kevin P. Haggerty
Keyword(s):  
High School ◽  
Middle School ◽  
Short Form ◽  
Positive Parenting ◽  
Transition To High School ◽  
Alabama Parenting Questionnaire ◽  
Longitudinal Measurement Invariance ◽  
Longitudinal Measurement ◽  
Inconsistent Discipline ◽  
Scalar Invariance

The Alabama Parenting Questionnaire nine-item short form (APQ-9) is an often used assessment of parenting in research and applied settings. It uses parent and youth ratings for three scales: Positive Parenting, Inconsistent Discipline, and Poor Supervision. The purpose of this study is to examine the longitudinal invariance of the APQ-9 for both parents and youth, and the multigroup invariance between parents and youth during the transition from middle school to high school. Parent and youth longitudinal configural, metric, and scalar invariance for the APQ-9 were supported when tested separately. However, the multigroup invariance tests indicated that scalar invariance was not achieved between parent and youth ratings. Essentially, parent and youth mean scores for Positive Parenting, Inconsistent Discipline, and Poor Supervision can be independently compared across the transition from middle school to high school. However, comparing parent and youth scores across the APQ-9 scales may not be meaningful.

The Role of Socialization in Shaping Black Girls’ Mathematics Identity: An Analysis of the High School Longitudinal Study 2009

2020 ◽  
Vol 122 (11) ◽  
pp. 1-34
Author(s):  
Nicole M. Joseph ◽  
Andrea L. Tyler ◽  
Nicol R. Howard ◽  
Samantha L. Akridge ◽  
Kelsi R. Rugo
Keyword(s):  
High School ◽  
Longitudinal Study ◽  
African Americans ◽  
Strong Predictor ◽  
Research Question ◽  
Black Girls ◽  
Ninth Grade ◽  
Theoretical Framework ◽  
Mathematics Identity ◽  
And Mathematics

Background/Context Previous literature has focused on mathematics socialization as it relates to the construction of mathematics identity, yet much of that research has been qualitative and lacking the theorization of high school Black girls. This study presents a longitudinal analysis of the relationships between socialization factors and mathematics identity among high school Black girls. Purpose/Objective/Research Question/Focus of Study Mapping HSLS:09 variables onto Martin's (2000) theoretically rich Multilevel Framework for Analyzing Mathematics Socialization and Identity Among African-Americans, this study explored the distribution of high school Black girls’ responses to questions that measure a mathematics socialization construct and identified relationships between mathematics socialization measures and mathematics identity for Black girls in their ninth- and eleventh-grade years of high school. Research Design, Data Collection, and Analysis This quantitative study used secondary data from the base-year and first follow-up of the High School Longitudinal Study (HSLS:09), a nationally representative longitudinal study that started in 2009 with more than 23,000 ninth grade students from 944 schools. Using multiple linear regression in SPSS 26, the authors mapped HSLS:09 variables onto Martin's (2000) Multilevel Framework for Analyzing Mathematics Socialization and Identity Among African-Americans to test and examine the mathematics socialization constructs of high school Black girls who enrolled in a ninth-grade mathematics course (n=925) and continued participation in the HSLS:09 in their eleventh-grade year (n=637). Findings/Results The results showed that Black girls in the ninth grade with higher scores on measures associated with Martin's theoretical framework (Sociohistorical, School and Institutional and the Intrapersonal subscales) were expected to have higher mathematics identity, after controlling for the other variables in the model. The Community and Family subscale did not contribute to the regression model. The strongest predictor in the ninth-grade year, the Intrapersonal subscale, was still a strong predictor of mathematics identity for Black girls in their eleventh-grade year (B = .16, t (636) = 20.244, p < .000). Martin's theoretical framework holds true for high school Black girls in relation to their mathematics identity, specifically their Intrapersonal socialization. Conclusions/Recommendations The authors conclude that since mathematics is an exclusionary discipline and not necessarily designed for Black girls to succeed, understanding socialization factors can help the field of mathematics education design effective programming and teaching and learning experiences that disrupt hegemonic ways society has socially constructed mathematics. Specifically, mathematics teachers and other educators can work in solidarity with Black girls to help them increase their positive self-perceptions as mathematics learners. Educators engaging in these practices can support Black girls’ resilience and agency in mathematics despite negative contextual factors.

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