Fostering a Developmentally Responsive Middle-to-High School Transition: The Role of Transition Supports

In this investigation, researchers utilized selfdetermination theory (Deci& Ryan, 1985, 2000) and stage-environment fit theory (Eccles & Midgley, 1989; Eccles & Roeser, 2011; Eccles et al., 1993) to help inform their understanding of the ways transition supports may foster a developmentally responsive move to high school. All adolescents have basic psychological and unique developmental needs that must be supported within the school environment in order to promote student success in school (Deci & Ryan, 1985, 2000; Eccles & Midgley, 1989; Eccles & Roeser, 2011; Eccles et al., 1993). Self-determination theory suggests humans have three basic psychological needs: (a) relatedness, the need to connect to others; (b) competence, the ability to effectively respond to one’s environment; and (c) autonomy, the need to control one’s life (Deci & Ryan, 2000). These needs, when met, promote self-regulation, motivation, and personal wellbeing (Deci & Ryan, 1985, 2000). Stage-environment fit theory suggests school environments play an important role in supporting adolescents as they make the transition from one school to the next. Recently, Eccles and Roeser (2011) along with other scholars (see Barber & Olsen, 2004; Ellerbrock, 2012; Ellerbrock & Kiefer, 2010, 2013) have applied this theory to the middle-to-high school transition and the ninth-grade year. According to stage-environment fit theory, adolescents often experience a mismatch between their needs and the nature of their new secondary school environment (Eccles & Midgley, 1989; Eccles & Roeser, 2011; Eccles et al., 1993). Moving into a secondary school environment that is larger, more complex, and traditionally organized may create a disconnect between adolescents’ needs and the opportunities available at school (Eccles & Midgley, 1989; Eccles et al., 1993). Such a mismatch has the potential to negatively influence adolescent motivation and engagement (Eccles &Midgley, 1989; Eccles et al., 1993). As stated by Eccles (2004), “schools need to change in developmentally appropriate ways if they are to provide the kind of social context that will continue to motivate students’ interest and engagement as the students mature” (pp. 125126). Adolescents’ basic and developmental needs underscore the importance of a responsive school environment that fosters a zone of safety and comfort critical for healthy adolescent development (Eccles, 1999). Together, these theories suggest the nature of the transition, including transition supports put in place by both the sending and receiving schools, along with the receiving school’s environment, must comprehensively address adolescents’ basic and development needs in order to truly help students during this move.

As students make the move from middle school to high school it is likely that they will encounter multiple changes to the procedural aspects (e.g., layout of school, school and classroom rules), social aspects (e.g., friendships, dealing with older students), and academic aspects (e.g., difficulty and quantity of schoolwork, responsibility for learning) of school (Akos & Galassi, 2004;Cauley & Jovanovich, 2006. Such changes affect almost every student in some way (Anderson, Jacobs, Schramm, & Splittgerber, 2000; Cohen & Smerdon, 2009; Montgomery & Hirth, 2011; Queen, 2002). Potential positive effects of these changes include increased freedom, new friendships, specialized courses, and opportunities for extracurricular involvement (Akos & Galassi, 2004). Conversely, such changes can produce negative outcomes, including decreases in attendance, grades, self-esteem, and motivation along with increases in disciplinary issues, disengagement, and course failures (Cohen & Smerdon, 2009; Queen, 2002; Roderick & Camburn, 1996). For many, the decision to quit or remain in high school is made during the early weeks of high school (Hertzog & Morgan, 1999) and one third of all dropouts leave school before tenth grade (Neild, 2009).

Certain groups of students are placed at an even higher risk during this transition, including students of lower socioeconomic status (Anderson et al., 2000), students with a history of problem behaviors (Anderson et al., 2000; Cauley & Jovanovich, 2006; Queen, 2002), students with disabilities (Letrello & Miles, 2003), and students who are academically unprepared and/or have a record of academic underperformance (Anderson et al., 2000; Queen, 2002). Hispanic and African American students living in poverty, particularly African American males, are notably at risk (Anderson et al., 2000; Queen, 2002). Females are also at risk due to the effect school transitions have on peer relationships and self-esteem (Anderson et al., 2000).

It is imperative that middle and high school educators recognize the potentially grave consequences of an unsuccessful transition to high school and implement transition supports to assist with this move (Cohen & Smerdon, 2009; Montgomery & Hirth, 2011). Transition supports, including transition programs and transition courses, are strategically designed to assist students as they make the move from one school to the next. Research suggests such supports can foster a positive move and support student success (Cauley & Jovanovich, 2006; Cohen & Smerdon, 2009; Ellerbrock & Kiefer, 2010; Fields, 2005; Hertzog & Morgan, 1999; Morgan & Hertzog, 2001; SREB, 2002).

Transition Programs. Middle-to-high school transition programs gradually introduce students to the procedural practices and academic expectations of high school and can help foster the development of a strong social network (Cauley & Jovanovich, 2006; Hertzog & Morgan, 1998, 1999; Morgan & Hertzog, 2001; Queen, 2002). Successful programs are comprehensive and ongoing, spanning students’ last year of middle school, the summertime, and the first year of high school (Anderson et al., 2000; Cauley & Jovanovich, 2006; Hertzog & Morgan, 1998; Morgan & Hertzog, 2001). They offer a variety of transition activities—activities that help to foster a seamless move from one school to another. Students, parents, and teachers benefit from participating in a comprehensive transition program (Anderson et al., 2000; Cauley & Jovanovich, 2006). Examples of transition program activities include field trips to the high school, school tours, shadowing programs, orientations, parent night, and sessions on study skills and time management (Cauley & Jovanovich, 2006; Mizelle, 2005; Morgan & Hertzog, 2001). Such activities have the potential to meet adolescents’ unique needs and foster a culture of academic success. Research suggests schools that offer three or more activities throughout the transition process increase the likelihood students will experience a successful transition and remain in school after the move (Hertzog & Morgan, 1999). High school dropout rates decrease significantly when schools offer multiple transition activities (Morgan & Hertzog, 2001; Roderick & Camburn, 1996).

Transition Courses. Coined “jumpstart programs for ninth-grade students” (SREB, 2002, p. 6), ninth-grade transition courses are designed to help ease the move to high school by placing an acute focus on acclimating ninth-grade students to their new school environment and by teaching students the skills necessary for success in high school and beyond (Ellerbrock & Kiefer, 2010, 2013; Fields, 2005; SREB, 2002). In such a course, students engage in activities that orient them to their new school, acquaint them with high school personnel, and introduce them to inschool and extracurricular opportunities. Activities that promote class and school pride are also commonplace. Academic skills (e.g., note-taking and productive ways to study) and life skills (e.g., being proactive and taking responsibility) are taught to support students as they adjust to the academic rigor of high school (Ellerbrock & Kiefer, 2010, 2013). Additionally, an emphasis is often placed on future career aspirations and the development of educational goals (SREB, 2002). The byproduct of such a course is a personalized learning environment designed to meet the needs of ninth-grade students where the necessary support for high school success is provided (Ellerbrock & Kiefer, 2010, 2013; SREB, 2002).

As previously stated, the transition to high school is understudied (Benner & Graham, 2009). Of the research available, most studies are quantitative or mixed method designs and few investigate the complex nature of this transition (Wilcock, 2007). Particularly limited are those that include student and other key stakeholders’ perspectives (see Akos & Galassi, 2004; Cushman, 2006; Letrello & Miles, 2003, for noteworthy examples). Akos and Galassi’s (2004) study utilized questionnaires to gain an understanding of student, teacher, and parent perspectives of the transition to and from the middle level. However, this study did not directly investigate any transition supports and data were collected solely from questionnaires after students made the transition to their new school. Cushman’s (2006) qualitative investigation on ways to ease the transition to high school included the perspectives of ninthgrade students. However, the actual transition supports discussed by students were not directly investigated and the voices of other key members of the transition process were not included. Letrello and Miles (2003) interviewed high school students with and without disabilities regarding their perspectives of the transition to high school; however, this study did not focus on transition supports or include the viewpoints of other key stakeholders.

Hertzog, Morgan, and Borland (2009) state the transition to high school is a process, not a single event, which unfolds over time and across schools. This suggests transition research should be longitudinal and span across school sites, yet little research of this type is available (Galton & Morrison, 2000). None of the above-listed studies followed students throughout the transition process— during students’ eighth-grade year, throughout the summer, and into their ninth-grade year. As stated by Galton and Morrison (2000), “There is a serious lack of longitudinal studies which follow the same pupils throughout the period of their schooling” (p. 444). The current investigation fills the aforementioned gaps in the literature and extends our current understanding of this transition by providing a yearlong, in-depth qualitative examination of the middle-to-high school transition that highlights student and educator voices regarding the ways middle and high school transition supports may foster a developmentally responsive move for students.

The aim of this qualitative multisite case study was to gain a detailed understanding of the ways middle and high school transition supports may foster a developmentally responsive transition for students. The following question guided the study, “In what ways may transition supports put in place at Ford Middle School and Westshore High School foster a developmentally responsive middle-to-high school transition for students?” This study was part of a larger investigation that examined the responsive nature of the move from middle school (eighth grade) to high school (ninth grade).

The two schools highlighted in this study are located adjacent to one another within a large socioeconomic and ethnically diverse school district in a southeastern state. During the 2008-2009 school year, Ford Middle School’s enrollment was 1,559 students, including 480 eighth-grade students. Sixty percent of Ford’s student population was minority and 53% qualified for free or reduced price lunch. During the 2009-2010 school year, Westshore High School’s enrollment was 1,957 students, including 557 ninth-grade students. Fifty-four percent of Westshore’s student population was minority and 42% qualified for free or reduced price lunch. Approximately 95% of Ford’s 480 eighthgrade student population attended Westshore for high school in fall 2009. The demographics of both schools were relatively representative of the overall demographics of the school district (56.5% minority and 54% free or reduced lunch), one of the top 10 largest districts in the nation.

A total of 23 participants engaged in this investigation, including 4 students, 4 middle school teachers, 13 high school teachers, 1 middle school principal, and 1 high school principal (see Table 1 for list of participants). Using purposeful sampling to obtain an “information-rich” case (Patton, 2002, p. 46), the middle school principal selected one eighth-grade team to participate in this investigation based on a set of criteria (i.e., an interdisciplinary eighth-grade team, student population of the team reflected the overall demographics of the student population of the school, and all team teachers were willing to engage in the study). Ford divided their 480 eighth-grade students into 4 teams. The team studied was a 4-teacher team (math, science, language arts, and social studies) with both seventh and eighth-grade students on the team.

All 56 eighth-grade students on the team scheduled to attend Westshore for ninth grade were invited to participate. Four students who characterized the demographics of the student population were selected to participate, including two males, two minorities, and two students eligible for free or reduced price lunch.The student sample size is suitable given the larger investigation’s yearlong qualitative design that included shadowing each student throughout the day on multiple occasions and interviewing all core teachers of the students at both levels in an effort to obtain a case rich in information (Patton, 2002). The following four students participated: Troy (Black male), Jimmy (White male; eligible for free or reduced price lunch), Katelyn (White female; eligible for free or reduced price lunch), and Lauren (Hispanic female). Specifics on students’ level of academic ability were not included as part of the purposeful sampling criteria for participant selection; however, two students (Lauren and Jimmy) were enrolled in Algebra I in eighth grade (a high school credit course) and geometry in ninth grade. Further, while specific data on student academic success were not collected as part of this study, all students were promoted from eighth grade to ninth grade and were in good academic standing throughout the duration of the study.

All four middle school team teachers who taught students’ core subjects (math, science, language arts, and social studies) participated. All 13 high school teachers who taught students’ core courses (English, reading, math, science, social studies, and ninth-grade transition) participated. Both the middle school principal and high school principal participated. All adult participants and parents/guardians of student participants signed consent forms. Students were asked to grant written consent and verbal assent at the start of each semester.

The present investigation utilized Stake’s (2006) qualitative multisite case study methodology. The case study method was selected because of its ability to answer the research question through the collection of multiple sources of data that results in a theme-based description of the case (Creswell, 2007; Merriam, 2009). A multisite case study is a suitable approach to gain a deep understanding of participants’ lived realities across multiple bounded systems, such as two schools (Stake, 2006).

Data collection occurred throughout the spring semester of students’ eighth-grade year (spring 2009), over the summertime, and throughout the first semester of students’ ninth-grade year (fall 2009). Multiple data collection sources were utilized, including individual and focus group interviews, observations, and the collection of transition related documents. A total of 23 focus group and individual interviews took place, including two teacher focus group interviews (one middle and one high school), two student focus group interviews, nine high school teacher interviews, eight individual student interviews, one middle school principal interview, and one high school principal interview. Student focus group interviews were conducted in the spring semester of eighth grade and again in the fall semester of ninth grade. Individual student interviews were conducted toward the end of each semester after the focus group interview to extend on insights garnered. Ninth-grade student individual interviews spanned two days as a result of school-related events that shortened the duration of each class period.

Students’ core middle and high school teachers were interviewed either individually or as a group, depending on their schedules. All four middle school team teachers (Mrs. Copeland, Ms. Mirabelle, Ms. Hamilton, and Ms. O’Connell) participated in one teacher focus group interview during their common planning period. Two dates were selected for high school teachers to participate in a focus group interview before school. Three teachers (Mr. Manns, Mrs. Peters, and Mrs. Walters) engaged in one focus group interview. Numerous schedule conflicts limited some teachers’ ability to meet as a group before school. As a result, nine teachers (Mr. Matingly, Mr. Oscar, Mr. George, Mr. Leonard, Ms. Hines, Mrs. Cartright, Mr. Crespo, Mr. Roberts, and Mr. Simms) each participated in one individual interview during the school day. One teacher, Mrs. Erickson, was not interviewed due to multiple scheduling conflicts; however, she did participate in other forms of data collection (i.e., classroom observations and document collection). Each principal participated in one individual interview.

Semistructured interview protocols guided all interviews. The researchers utilized questions from the larger study that focused on participants’ perceptions of the transition and transition supports. The following is a sample student question, “Looking back on the move from middle school to high school, elaborate on the types of things your middle and high schools did that may have helped ease the transition for you.” The following is a sample teacher and administrator question, “Describe the ways your school attempts to support students during the transition to high school.” All interviews were audio recorded and transcribed verbatim (totaling 141 single-spaced pages of typed transcripts).

A total of 74 hours of observations were conducted (24 hours at the middle school and 50 hours at the high school). As part of the larger investigation, students were shadowed or followed throughout their day at least twice at each grade level. Core academic classes along with other aspects of the school day were observed, including transition activities. Parent Open House, a summertime transition activity, was also observed. Transition-related documents (e.g., ninth-grade transition course syllabi, handouts from transition activities) were also collected.

To ensure trustworthiness and limit the amount of bias, the researchers utilized rigorous data collection and analysis procedures, including the collection and analysis of multiple forms of data, the use of peer reviews, the use of pseudonyms, the use of member checks, and the keeping of a researcher journal (Creswell, 2007). Data from multiple sources, including observations, interviews, and documents were collected and analyzed, aiding triangulation. Researchers well-versed in the qualitative research methods utilized in this study served as peer reviewers where they framed and coded data and compared their findings to that of the researchers conducting this investigation. Pseudonyms were used for all participant and school names to guarantee confidentiality. Member checks were performed, where participants were given the opportunity to review transcripts and ensure the researchers represented their views correctly. The use of a research journal where researchers bracketed preconceptions helped to minimize researcher bias. Lastly, collected data were used to help inform the continual data collection process.

The present study utilized Hatch’s (2002) inductive approach to data analysis. The researchers chose this analysis method because it works well within several qualitative paradigms and allows the participants’ voices to appear through the data by concentrating deeply and intensely on a single entity, such as a transition program (Hatch, 2002). Similar to other inductive approaches, uncovering patterns in the data and using these patterns to craft general statements regarding the phenomena is the basis of Hatch’s method. First, researchers individually read and separated all interviews, observations, and transition-related documents into frames of analysis or portions of the data that require further examination (Hatch, 2002). Then, the researchers came together as a group to form a consensus on the framed portions of the data. After a group consensus was formed regarding the framing of the dataset, each researcher individually analyzed the framed dataset for domains or a set of categories that reflected semantic relationships in the data (e.g., means-end semantic relationship such as X is a way to do Y), along with cover and included terms. The research team conferred and refined all cover and included terms along with domains until consensus was reached that each fully addressed the research question. Three domains emerged from the data—procedural, social, and academic. Domains were reexamined to ensure ample evidence existed and disconfirming data were reviewed. The researchers then created a master domain sheet (see Figure 1). Finally, the researchers identified quotations that support the findings to include in this article. Quotations were chosen for inclusion if they served as representative examples of supportive or contrasting perspectives. An earnest attempt was made to utilize quotes from as many participants as possible, especially student participants, as incorporating student voice was vital to the purpose of this study. Using these varied data sources and analyzing the data multiple times both individually and as a research team led to the findings detailed below.

In this investigation, researchers sought to gain a detailed understanding of the ways middle and high school transition supports may foster a developmentally responsive transition for students. Three domains emerged from the data: procedural, social, and academic. Findings reveal transition supports, including a transition program with various activities and a ninth-grade transition course that address the procedural, social, and academic aspects of the move may foster a developmentally responsive transition to high school for students. However, student and educator perceptions of the responsive nature of these supports differed. Such supports must attend to students’ basic and developmental needs and transition related concerns in order to help foster a developmentally responsive move for students. Students themselves must perceive these supports as meeting their needs and addressing their concerns in order to help students during this period of schooling.

As the quote above suggests, Troy’s ninthgrade transition course, Freshman Focus, helped him learn how to navigate around his new school environment. Learning the policies, rules, and procedures of high school along with knowing how to navigate the much larger environment were the most pressing concerns of students before and immediately after the transition. As Katelyn shared, “New school. Gotta get used to how they do stuff around here.” Results from the procedural domain suggest transition activities, including the field trip to the high school, high school informational sessions, and high school Open House, as well as the ninth-grade transition course all addressed the procedural aspect of the move. However, student, teacher, and administrator perceptions regarding the responsive nature of these supports varied.

Field Trip to the High School. In the spring semester of eighth grade, students took a field trip to Westshore High School. All students attested to going on the field trip where they recalled taking a school tour and learning about electives and club opportunities. As Troy stated, “I was there when we went to see all the electives. They had sheets about what they do and everything.” Students mentioned the school tour helped them learn the location of certain parts of their soon-to-be high school (e.g., cafeteria, main office) but expressed confusion regarding the location of specific classrooms (e.g., math classrooms, science labs). Katelyn stated the following about the ways the tour may have helped her learn the high school layout while still in eighth grade, “Not everywhere, not how to get to classes, but I know where some stuff is.” The field trip did alleviate some student concerns, but not all. Although no high school teacher mentioned the field trip, all eighth-grade teachers believed this transition activity could be improved. Ms. Hamilton stated:

High School Informational Sessions. During the spring of students’ eighth-grade year, school personnel and upperclassmen from Westshore visited with eighth-grade students at Ford to talk about high school. Both the middle and high school principals attested to the supportive nature of these sessions. Mrs. Mauch, principal of Westshore stated:

Toward the end of students’ eighth-grade year, a group of upperclassmen visited all eighthgrade language arts classrooms to conduct an informational session. Although social and academic topics were discussed, a majority of the conversation focused on the procedural aspects of high school, including school policies (e.g., parking on campus) and procedures (e.g., trying out for a sport). All students in this investigation asked at least one question, including, “How much time do you get between classes?” and “Do you get a first tardy for every class or just one class?” At the conclusion of eighth grade, students expressed an increased, yet limited understanding of their soon-to-be high school environment, school policies, and procedures. For example, Lauren articulated a majority of what she knew about high school was provided by the upperclassmen during their informational visit, “I really don’t know too much. Some kids from Westshore came and talked about how good Westshore was. How many opportunities there were, and all the electives, and the teachers were great. So that’s pretty much it.” The upperclassmen visit had addressed some of Lauren’s procedural concerns, but she was still unsure of many aspects of the school.

High School Open House. Taking place a few days before the start of school, Open House served as an opportunity for all Westshore students, including incoming ninth-grade students and their parents/guardians to tour the school, receive their schedule, visit classrooms, and meet with teachers. Every student in this study participated. Katelyn, like all students, stated Open House provided a chance to learn the school layout and the location of her classes, “Open House got me familiar with the school and where my classes were.” Lauren elaborated:

Troy echoed Lauren’s statement, “Open House is where you come to school and you get to know all your classes before school started. So I wasn’t lost because it helped me.”

Ninth-Grade Transition Course. Educators at Westshore stated the ninth-grade transition course, Freshman Focus, provided an opportunity for incoming students to learn the skills necessary to be successful in high school. Mrs. Mauch, Westshore’s principal, shared:

High school teachers perceived the course helped students learn the school’s history, policies and procedures, and how to navigate the campus. Ms. Hines, a ninth-grade teacher shared:

From the student perspective, all students echoed the opening statement by Troy regarding an increased sense of competence in navigating the campus as a result of the tour taken in the course but perceived other parts of the course as relatively unresponsive. Lauren stated, “I think that the class is okay. I don’t feel that it really helps [with the transition] much. We had the tour and I thought that helped, but I think that a lot of the activities that we do don’t really help us.” The tour was the only part of the course that satisfied students’ procedural-related concerns.

Communicated to students during the first day of school, the above-listed quote from Mr. Roberts illustrates the goal of his ninth-grade transition course, Freshman Focus, was to help students develop a sense of connectedness to their new school. Results from the social domain suggest transition activities, including the eighth-grade team time capsule, eighthgrade Send Off, and high school Open House along with the ninth-grade transition course all addressed the social aspect of the move. Students and educators alike perceived the transition activities as responsive to students’ social related concerns and needs while some students and all educators perceived the ninthgrade transition course as responsive.

Eighth-grade team time capsule. At the end of eighth grade, students on the team highlighted in this study created a time capsule to commemorate their time together at Ford. All students in the study brought in items to place into the time capsule, including CD’s, pictures of themselves with teammates, and letters to their teachers and friends. Lauren and Troy were involved in the burial of the capsule.

When asked to identify a memorable moment from middle school, all students discussed the time capsule. Lauren shared:

Mrs. Copeland, an eighth-grade team teacher who supported and arranged this activity, encouraged students to return to Ford in 10 years to dig up the time capsule. To this statement, Troy responded, “I’ll come back in 10 years, Miss. I want to come back.”

Eighth-Grade Send-Off. Held on the last day of middle school, eighth-grade Send-Off was a celebration where faculty and eighthgrade students were given an opportunity to remember their time together and say their farewells. Mrs. Cramer, principal of Ford, stated:

Students walked on a red carpet down a path that led to the entrance of the gymnasium where all team teachers greeted them with applause and loud cheers. Each student was given a star to personalize with their name and any message they wished to say to their classmates and teachers. The star was then adhered to a large wall in the gymnasium. The celebration included a superlative ceremony where team teachers issued personalized awards. Katelyn won “Most Likely to Play Pro Basketball,” Lauren was given “Most Likely to Have Her Own Shoe Line,” Troy received “Most Likely to Be a Millionaire” and Jimmy was awarded “Most Likely to Walk on the Moon.” The awards ceremony was followed by a dance, games, and snacks. At the conclusion, Troy, Katelyn, and Lauren, along with other students, were observed crying as they hugged and said farewell to their eighth-grade team teachers.

High School Open House. High school Open House afforded the opportunity for incoming ninth-grade students to get to know their new high school teachers before the start of school. When probed regarding the ways Open House may help with the transition, Jimmy stated, “I got to know my teachers.” Troy echoed Jimmy’s comment, “It helped me get to know my teachers a little better.” Open House was the first time students were able to start fostering a relationship with their teachers. As Lauren stated, “I thought they [teachers] were very nice. Open House was the first time I met them. I really liked my English teacher and my science teacher…They were really nice and they seemed like they would be easy to talk to.”

Ninth-Grade Transition Course. All ninth-grade transition course teachers, including Mr. Matingly, Mr. Roberts, and Mrs. Cartright attested that the major aim of the course was to help students establish a sense of connectedness to their new school and peers and to learn how to positively interact with others. These teachers perceived a sense of connection to school and others as essential to being successful in high school. Using Sean Covey’s (1998) Seven Habits of Highly Effective Teens, the curriculum of the course focused on helping students develop academic skills needed for school success as well as the social and life skills necessary to effectively interact with others. In addition to the actual course curriculum, Mr. Roberts elaborated on how he used the course as a way to increase school spirit and connection to school, “In my class you get spirit points if you dress up on Friday. So they come in and say, ‘Hey Coach, I am wearing red today, does this count?’ They are trying to get into the spirit of school.”

From the student perspective, both Troy and Katelyn reported the course helped them foster a sense of connection to their new school. For example, Troy stated, “I feel like I’m Westshore … Just the stuff we do [in the transition course]. You are part of the school.” Further, students, like Troy, spoke of how the life skills taught in the course helped them learn about themselves and how to interact with others, “We learn a lot about self-respect … we learned about if someone stepped on your shoes, try not to get angry. Walk it out.” However, Lauren and Jimmy expressed discontent with how the course attempted to help them develop a sense of connectedness. As Lauren stated, “I don’t know if it [ninth-grade transition course] is helping. We do fun activities in the class, but I don’t think that it helps me become a Westshore student.… It wasn’t really useful.” Although all teachers agreed the course alleviated students’ social concerns, not all students agreed with this assessment.

As the quote from Mr. Matingly suggests, teachers perceived certain transition supports assisted students with the academic aspects of the transition. Results from the academic domain indicate tutoring activities and the ninth-grade transition course, Freshman Focus, both addressed the academic aspect of the move. Although a majority of educators perceived these supports as helping to meet students’ academic-related concerns and needs, students did not comment on the responsive nature of tutoring and expressed mixed perceptions regarding the responsive nature of their transition course.

Tutoring. Partially serving as a transition activity, all eighth-grade students at Ford were afforded the opportunity to receive tutoring from high school students during the school day. Ms. Mirabelle explained:

Educators at the middle level found tutoring supportive of eighth-grade students’ academic needs. As Mrs. Cramer, Ford’s Principal explained, “The kids [from Westshore] come over to Ford. They tutor here. The tutors coming over here is very helpful. The kids get to ask the kids [tutors] questions and that is very helpful.” From the high school perspective, Mrs. Mauch said tutoring acted like a “big brother or big sister kind of thing.”

Multiple opportunities for tutoring at the high school level were offered to every high school student with an emphasis placed on supporting all ninth-grade students’ academic adjustment. Westshore teachers were available during lunch to offer academic assistance and afterschool tutoring was also available Monday through Thursday, in every subject, with transportation home provided. Saturday tutoring was available with transportation, snacks, and childcare. However, students in this study did not speak of tutoring or of making use of this support, including Troy, who was referred to tutoring by his mathematics teacher as an opportunity for continued practice. Many high school teachers articulated frustration due to the lack of ninth-grade students who took advantage of this academic support. However, Mr. George, a high school mathematics teacher, recognized that offering tutoring during students’ social time (e.g., lunchtime tutoring) may not be developmentally responsive, “It’s not so much that they don’t know the teacher, it’s that they don’t want to go at all [to tutoring]. It’s their lunchtime.”

Ninth-Grade Transition Course. As Mr. Matingly stated in the opening quote to this domain, the course was intended to help support students’ academic adjustment to high school. All ninth-grade teachers perceived this course as an opportunity to provide students with the academic skills necessary to be successful in high school and in life. As Ms. Hines shared, “The Freshman Focus classes would be really helpful for them.… A place where they can learn study skills.” Equipping students with “high school survival skills” was the central focus of Mr. Matingly’s course:

From the student perspective, Troy perceived his course as “a good class” and the content (e.g., study skills, time management) as “things you can use in life.” However, not all students agreed with Troy. For example, Lauren stated:

Katelyn perceived the class as “boring.” When asked to elaborate, she explained how the course did not teach her any new skills she did not already know. At the beginning of ninth grade Jimmy initially agreed with Katelyn, perceiving the course as “boring” and “not overly useful.” However, Jimmy articulated a different perspective at the conclusion of his first semester of high school. In response to a question regarding the helpfulness of the course, he stated, “Yeah, I would say that it is [helpful] but I’m not sure if it is really that important or not.” He was able to articulate some positive aspects of the class (e.g., learning how to succeed in high school), but believed the course should be offered for just the first 9 weeks of the 18-week semester rather than being a semester-long course, “I thought that it should have been just a one grading period class. Right now [end of his fall semester of ninth grade] it’s not really helping.”

Researchers in this study sought to gain a deeper understanding of the ways middle and high school transition supports may foster a developmentally responsive transition for students. Findings reveal transition supports, including a transition program with multiple transition activities and a ninth-grade transition course that address the procedural, social, and academic aspects of the move may have the potential to foster a developmentally responsive transition for students. However, student and educator perceptions differed regarding the responsive nature of these supports. Such supports must attend to students’ basic and developmental needs and transition related concerns in order to help foster a responsive move for students. It is vital for students themselves to perceive these supports as satisfying their needs and addressing their concerns. This was not consistently the case in the current investigation.

Students in the present investigation engaged in a transition program with multiple transition activities intended to address the procedural aspect (i.e., field trip to the high school, high school informational sessions, high school Open House), social aspect (i.e., eighth-grade team time capsule, eighth-grade Send Off, high school Open House), and academic aspect (i.e, tutoring) of the transition. The field trip to the high school and high school informational sessions took place during students’ eighth-grade year. Field trips or high school visitations where incoming students experience a guided tour of the school before the start of ninth grade is noted as a common transition practice used to assist with the procedural aspect of the transition, including learning the location of school facilities (Cauley & Jovanovich, 2006; Cushman, 2006; Hertzog & Morgan, 1998; Mizelle, 2005; Morgan & Hertzog, 2001). Students and middle school educators alike perceived the field trip as responsive to students’ need for competence in navigating their soon-to-be high school surroundings but students and middle school teachers also reported this support could be improved upon. It is important to note while both students and middle school teachers recognized the value of the field trip in alleviating student concerns, they agreed the trip needed to be changed in order to actually fulfill its intended purpose.

Informational sessions or orientations held prior to the transition where high school personnel and upperclassmen communicate procedural-related information, discuss academic advisement, and answer students’ questions about high school life is a common transition practice (Cauley & Jovanovich, 2006; Mizelle, 2005; Queen, 2002). Students and administrators alike perceived the high school informational sessions as responsive to students’ needs, especially their need for competence, and procedural-related concerns while teachers did not comment on the responsive nature of this transition activity. Students themselves viewed the informational session from upperclassmen as adding to their limited understanding of high school, with many of their questions during the sessions and statements made during interviews centering on high school procedures and the opportunities being afforded to high school students. Learning about high school life from upperclassmen is noted to be more valuable to incoming students than hearing about high school from an adult perspective (Cushman, 2006).

Over the summertime, students had an opportunity to participate in a high school Open House. Holding an Open House or parent night is noted in the literature as another transition best practice (Cauley & Jovanovich, 2006; Hertzog & Morgan, 1998, 1999; Morgan & Hertzog, 2001). Although not one educator referenced the responsive nature of Open House, every student attested this activity addressed their concerns associated with the procedural and social aspects of the transition. Students indicated their need to foster a connection with their ninth-grade teachers and gain competence in navigating their new high school and social world was addressed through this transition activity. Activities such as Open House, where students and parents walk through students’ daily schedule and meet their high school teachers, can help support the procedural adjustment by providing an opportunity to learn the high school layout (Akos & Galassi, 2004) along with the social aspect of the transition by fostering students’ sense of relatedness to their soon-to be ninth-grade teachers. High-quality teacher-student relationships are noted to be critical for positive development of adolescents (Eccles & Roeser, 2011; Jackson & Davis, 2000). Further, research suggests successful transition programs place a keen focus on involving parents in the transition process, including inviting parents to attend transition activities with their child (Morgan & Hertzog, 2001; Queen, 2002).

In addition to Open House, the eighth-grade team time capsule and eighth-grade Send Off activities addressed the social aspect of the transition. Activities that focus on commemorating the middle school experiences serve as culminating “rite of passage” activities and are noted to support students’ social concerns and bolster their sense of relatedness or connectedness to a group (Cauley & Jovanovich, 2006; Hertzog & Morgan, 1998; Queen, 2002). Observational data along with interview data indicate educators and students alike perceived these activities as an opportunity to celebrate students’ middle school experience, recognize their achievements, and honor the many relationships developed.

Academic tutoring was available for students at both the middle school and high school. Although students in this study did not recognize the tutoring opportunities as a way to support their needs or address the academic aspect of the transition, educators’ perceptions echo research suggesting such opportunities can meet students’ academic needs (Akos & Galassi, 2004; Cushman, 2006; SREB, 2002), especially those underprepared for high school (Anderson et al., 2000). Further, tutoring affords upperclassmen the chance to connect with incoming students on an individualized level, an expressed need of entering high school students (Cushman, 2006). Findings reveal that teachers acknowledged tutoring as helpful in meeting students’ academic needs, but none of the students in this study shared this perception, highlighting a disconnect between teacher and student perceptions. Further, high school teachers expressed frustration due to the lack of ninth graders who utilized this academic support.

In addition to a comprehensive transition program, extant research suggests a ninthgrade transition course has the potential to aid the adjustment to high school and support school success (Ellebrock & Kiefer, 2010, 2013; SREB, 2002). Procedurally, educators perceived the ninth-grade transition course helped students learn Westshore’s campus, policies, and procedures. Students concurred with educators, stating the course primarily helped enhance their competence in learning the high school layout, a common procedural related concern of many incoming ninth-grade students (Akos & Galassi, 2004; Morgan & Hertzog, 2001). However, results were unclear regarding the extent the course supported the social aspect of the transition and student needs, including a sense of connectedness to school and others at school. Consistent with prior research, teachers perceived the transition course as a way to help students establish a sense of connectedness to their new school and peers, learn how to positively interact with others, and promote school spirit (Ellerbrock & Kiefer, 2010, 2013). However, students expressed mixed perceptions regarding the ways the transition course truly fulfilled their need for connectedness to their school, peers, and teachers. Although some students perceived the course as fostering a sense of connection to their new school, such statements were not unanimous among all students in this study. Helping students establish a sense of connection to their new school, including teachers and peers, is a primary concern of students during this transition (Akos & Galassi, 2004; Cushman, 2006) and is critical to the promotion of a responsive school environment that supports healthy adolescent development (Deci & Ryan, 1985, 2000; Eccles & Roeser, 2011; Queen, 2002). Students did reference benefiting from life skills taught in the course (e.g., self-respect). Increasing students’ life skills may help to satisfy their basic psychological and developmental needs, which is a central component of a responsive and caring school environment (Eccles & Roeser, 2011; Ellerbrock & Kiefer, 2010, 2013).

Student and teacher perceptions varied regarding the ways the ninth-grade transition course academically supported students. Students reported mixed results, ranging from the course not supporting any academic needs or addressing any concerns to perspectives that suggest the course taught some skills necessary for high school success. Teachers perceived the course as helpful in teaching students the academic skills needed to “survive” and be academically successful. Research on school transitions clearly states the immense importance of academic preparedness—incoming students possessing the academic skills necessary for success in high school (Anderson et al., 2000; SREB, 2002) and the potential academic benefits of offering such a course to incoming ninth-grade students (Ellerbrock & Kiefer, 2010, 2013; SREB, 2002), although these benefits were not perceived by all students in this study. It is unclear from this investigation whether or not this course, as implemented at Westshore, truly addressed the academic aspect of the transition and satisfied students’ academic concerns.

This study extends the current research base by suggesting middle and high school educators strategically implement transition supports—transition programs and transition courses—that address the procedural, social, and academic aspects of the move in a responsive way by attending to students’ basic and developmental needs and transition-related concerns. Students themselves must perceive these supports as truly meeting their needs and addressing their concerns in order to foster a developmentally responsive move. The current study can benefit middle and high school administrators and teachers who are interested in creating and implementing transition supports in an effort to meet students’ needs and aid a developmentally responsive transition to high school.

This study is not without its limitations. The study is based on the voices of 23 participants, including four students. The researchers fully acknowledge that more student participants may have provided perspectives possibly not characterized in this study. Including student academic level as part of the purposeful sampling criteria for participant selection along with gathering data on student achievement throughout the data collection period may further enhance the study. Additionally, data were gathered during the spring semester of students’ eighth-grade year, over the summertime, and throughout the fall semester of their ninth-grade year. Transition supports that took place prior to or after this period are not captured in this investigation. Further, it is unknown if students continued in school to graduation beyond the conclusion of the study. Despite these limitations, the present study provides a rich understanding of the ways transition supports at the middle and high school levels may foster a developmentally responsive transition for students. Studies that unpack the ways exemplary transition programs support student needs and the long-term effects such programs may have on high school success are needed. Research on the ways transition supports put in place by multiple middle schools that matriculate into one or more high schools may meet student needs and transition-related concerns is also warranted.