Impact of an experiential learning middle school on the transition to high school

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.

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The Concerns and Attitudes of Early Adolescent Middle School Students in Transition to High School

Middle School Research Selected Studies ◽

10.1080/08851700.1989.11670299 ◽

1989 ◽

Vol 14 (1) ◽

pp. 30-46

Author(s):

Timothy M. Sierer

Keyword(s):

High School ◽

Middle School ◽

Middle School Students ◽

Early Adolescent ◽

Transition To High School ◽

School Students ◽

Students In Transition

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The Consequences of Friend-Related Stress Across Early Adolescence

The Journal of Early Adolescence ◽

10.1177/0272431619833489 ◽

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.

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

Assessment ◽

10.1177/1073191115620839 ◽

2015 ◽

Vol 24 (5) ◽

pp. 646-659 ◽

Cited By ~ 5

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.

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Montessori Middle School and the Transition to High School

Journal of Montessori Research ◽

10.17161/jomr.v6i2.13854 ◽

2020 ◽

Vol 6 (2) ◽

Author(s):

Elizabeth Lapon

Keyword(s):

High School ◽

Middle School ◽

Public High School ◽

Transition To High School ◽

Social Emotional ◽

Self Advocacy ◽

School Practices ◽

Emotional Skills ◽

Narrative Study ◽

Positive Attitudes

This narrative study investigated through storytelling the experiences of five students who attended a Montessori middle school and then transitioned to a public high school. The testimonies of the participants highlighted that, to help students make a successful transition to high school, it is useful to consider three elements: (a) developing academic and social-emotional skills, (b) fostering positive attitudes toward learning, and (c) creating opportunities to practice self-reliance, self-advocacy, and grit. The experience of these particular students accentuates the ability of a Montessori middle school to emphasize both academic rigor and the social-emotional skills that build the fortitude necessary for students to successfully transition to high school. This study suggests that Montessori middle school practices may foster the intellectual and emotional growth of students so that they can successfully transition to high school and are potentially buffered from many of the detrimental academic and emotional impacts of ninth grade.

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A Novel Visual-Privacy Themed Experiential- Learning Tool for Human-Privacy & Societal-Security Awareness in Middle-School and High-School Youth

2019 IEEE Frontiers in Education Conference (FIE) ◽

10.1109/fie43999.2019.9028375 ◽

2019 ◽

Author(s):

Ankur Chattopadhyay ◽

David Christian ◽

Aaron Oeder ◽

Ibrahim Budul

Keyword(s):

High School ◽

Middle School ◽

Experiential Learning ◽

Security Awareness ◽

Learning Tool ◽

Visual Privacy ◽

School Youth

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Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00085 ◽

2019 ◽

Vol 4 (6) ◽

pp. 1327-1336

Author(s):

Tiffany R. Cobb ◽

Derek E. Daniels ◽

James Panico

Keyword(s):

High School ◽

Middle School ◽

Peer Relationships ◽

Speech Therapy ◽

School Setting ◽

Image Data ◽

School Experiences ◽

Adolescent Students ◽

Therapy Decision ◽

Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

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