Transforming high school to promote ninth grade success: A study of the factors in ninth grade that impact achievement
This quantitative research study examined the cognitive and affective variables which positively and negatively affect ninth-grade student transitions to high school and subsequent success when located at a separate ninth-grade-only facility as compared to students who attended another form of ninth through twelfth grade school configuration. Success in high school was measured by student perception and academic success. Various researchers were cited based on their research of the issues facing students as they transition to high school. From that research, two intertwined surveys were developed. The Harter Self-Perception Profile was used to measure students' perceptions in nine domains (Scholastic Competence, Social Acceptance, Athletic Competence, Physical Appearance, Job Competence, Romantic Appeal, Behavioral Conduct, Close Friendship and Self-Worth) (Harter, Harter Self-Perception Profile, 1988). The students were also questioned about the effectiveness of a ninth-grade-only school and its effect on peer pressure, grades, fitting in, and bullying through the use of a student survey. ANOVA was used for the Harter Self-Perception Profile and chi square analysis was used for the researcher designed student survey. Findings from this study are significant because they discussed the variables facing ninth-grade students as they transition to the high school. The results were not statistically significant but allowed for a conclusion to be drawn that students who attended Stanolind Freshman High School (a pseudonym) were more cognitively and affectively successful than students who attended another form of ninth-grade school configuration.
Cognition & reasoning;
Secondary school students;
0458: Education Policy
0533: Secondary education