The Transition to High School

2009 ◽  
pp. 169-186
2021 ◽  
Vol 7 ◽  
pp. 237802312098029
Author(s):  
Yasmiyn Irizarry

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.


2018 ◽  
Vol 39 (12) ◽  
pp. 3324-3359
Author(s):  
Shu Hu

Using both quantitative and qualitative data collected in a migrant-sending county from 2012 to 2013, this article examines the mechanisms through which parental migration could shape adolescents’ transition to high school in rural China. Though parental migration improves children’s educational outcomes via social remittance of education value, it also leads to a decline in children’s educational achievements by increasing the odds of parental divorce. The likelihood of divorce rises with the migration of mother or both parents, and this significantly increases the risks of discontinuing schooling and transitioning to vocational high schools, relative to attending academic high schools. In contrast to the conventional explanations of economic resources and psychological health, this article emphasizes the significant role of marital instability in the link between parental migration and children’s educational outcomes.


2014 ◽  
Vol 116 (13) ◽  
pp. 15-36
Author(s):  
Sean Kelly ◽  
Heather Price

The authors examine changes in the level and dispersion of student engagement across the transition to high school. Changes in the total dispersion in engagement among all students, as well as divergence in engagement between students of differing gender, race, socioeconomic background, and initial levels of achievement are reported.


2016 ◽  
Vol 61 ◽  
pp. 176-183 ◽  
Author(s):  
W. Alex Mason ◽  
Stacy-Ann A. January ◽  
Charles B. Fleming ◽  
Ronald W. Thompson ◽  
Gilbert R. Parra ◽  
...  

1996 ◽  
Vol 24 (4) ◽  
pp. 489-515 ◽  
Author(s):  
Edward Seidman ◽  
J. Lawrence Aber ◽  
LaRue Allen ◽  
Sabine Elizabeth French

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