NINTH GRADE TRANSITION THE EFFECT OF A NINTH-GRADE TRANSITION PROGRAM ON ACHIEVEMENT AND ATTENDANCE: AN ACTION RESEARCH PROJECT IN A PUBLIC HIGH SCHOOL A Doctoral Capstone Project Submitted to the School of Graduate Studies and Research Department of Education In Partial Fulfillment of the Requirements of the Degree of Doctor of Education Jennifer A. Galdon Pennsylvania Western University: California University August 2023 NINTH-GRADE TRANSITION PROGRAM © Copyright by Jennifer A. Galdon All Rights Reserved August 2023 ii 08/01/2023 NINTH-GRADE TRANSITION PROGRAM iv Dedication To my husband, Christopher, who encouraged me to attain my educational and personal goals. To my daughters, Mackenzie and Kenley, have the strength, courage, and character to follow your passions in everything you do. NINTH-GRADE TRANSITION PROGRAM v Acknowledgements The Doctoral Capstone Project was only possible with the encouragement and confidence from my family and friends. Mostly, my husband, Chris, encouraged me to fulfill my passion for education and pursue a doctoral degree. My daughters, Mackenzie and Kenley, gave me the inspiration to be a role model that hard work and education is so valuable. The dedication required your patience and understanding. Dr. David Foley, Chair for the Doctoral Capstone Project, provided me valuable feedback and patience throughout the process with positive comments and suggestions. Dr. Andrew Pushchak, External Chair and colleague in administrative leadership had the confidence in me and took on the responsibility to continue as a supporter in the process. The writing would not have been accomplished without the review by colleagues. Mr. William Denny from the library provided necessary and timely review. Dr. Charles Fisher also read and gave feedback to the Capstone. The Crawford Central School District administrative team supported me through leadership conversations. The advisory team members at Meadville Area Senior High School assisted in the transition program by collaborating ideas and strategies to improve the program. NINTH-GRADE TRANSITION PROGRAM vi Table of Contents Dedication .......................................................................................................................... iv Acknowledgements ............................................................................................................. v List of Tables ..................................................................................................................... ix List of Figures ..................................................................................................................... x Abstract .............................................................................................................................. xi CHAPTER I. Introduction .................................................................................................. 1 CHAPTER II. Literature Review ........................................................................................ 6 Transition Programs ............................................................................................................ 6 Importance of the Ninth Grade Year .................................................................................. 8 Difficulties of the Ninth Grade Year ................................................................................ 10 Parental Influence ................................................................................................. 11 Academic Preparation ........................................................................................... 11 Relationships in Ninth-Grade Year. ...................................................................... 12 School Climate and Organization. ........................................................................ 13 Crawford Central School District Risk and Protective Factors ........................................ 15 Methods of Keeping Students On Track for Graduation .................................................. 16 Students at Risk..................................................................................................... 17 Intervention. .......................................................................................................... 17 NINTH-GRADE TRANSITION PROGRAM vii Early Warning and Intervention Systems. ............................................................ 18 Developing Criteria for Promotion. ...................................................................... 19 Challenging Curriculum........................................................................................ 20 Engagement with Community and Parents. .......................................................... 21 Guidance Programs ............................................................................................... 22 High School Reorganization ................................................................................. 23 High School Transition Models ........................................................................................ 24 Talent Development High School Model ............................................................. 25 Diplomas Now ...................................................................................................... 26 On the Block Program .......................................................................................... 27 Opportunities to Learn .......................................................................................... 28 Peer Mentoring Programs ..................................................................................... 29 Peer Group Connection Program .......................................................................... 31 Boomerang Project................................................................................................ 32 Conclusion ........................................................................................................................ 33 CHAPTER III . Methodology ........................................................................................... 35 Purpose.............................................................................................................................. 36 Setting and Participants..................................................................................................... 38 Intervention and Research Plan ........................................................................................ 43 Methods of Data Collection .............................................................................................. 47 NINTH-GRADE TRANSITION PROGRAM viii Validity ............................................................................................................................. 55 Summary ........................................................................................................................... 57 CHAPTER IV. Data Analysis and Results ....................................................................... 59 Data Analysis .................................................................................................................... 59 Results ............................................................................................................................... 61 Discussion ......................................................................................................................... 79 Summary ........................................................................................................................... 80 Chapter V. Conclusions and Recommendations ............................................................... 82 Conclusions ....................................................................................................................... 85 Limitations ........................................................................................................................ 89 Recommendations for Further Research ........................................................................... 90 Summary ........................................................................................................................... 94 References ......................................................................................................................... 96 APPENDIX A. Teachers of Ninth Grade Pre and Post Survey ...................................... 102 APPENDIX B. Teachers of Ninth Grade Pre and Post Survey Consent Form .............. 104 APPENDIX C. Advisory Team Survey .......................................................................... 106 APPENDIX D. Advisory Team Consent Form .............................................................. 108 APPENDIX E. IRB Approval......................................................................................... 110 NINTH-GRADE TRANSITION PROGRAM ix List of Tables Table 1. Data Collection Plan: Research Question 1……………………………………50 Table 2. Data Collection Plan: Research Question 2……………………………………52 Table 3. Data Collection Plan: Research Question 3……………………………………53 Table 4. Budget Overview for Ninth Grade Transition…………………………………55 Table 5. NWEA Student Growth Summary Report: Algebra I…………………………62 Table 6. NWEA Student Growth Summary Report: Algebra I Student Norms………...63 Table 7. NWEA Student Growth Summary Report: Reading………………………......64 Table 8. NWEA Student Growth Summary Report: Reading Student Norms…………64 Table 9. NWEA Student Growth Summary Report: Reading Grade Norms……………65 Table 10. Ninth-Grade Students Failing One or More Core Classes by Semester……...65 Table 11. Number and Percentage of Ninth-Grade Students Promoted and Retained….66 Table 12. Average Daily Percentages…………………………………………….……..66 NINTH-GRADE TRANSITION PROGRAM x List of Figures Figure 1. Teacher Survey Question 1……………………………………………………67 Figure 2. Teacher Survey Question 2……………………………………………………68 Figure 3. Teacher Survey Question 3……………………………………………………69 Figure 4. Teacher Survey Question 4……………………………………………………69 Figure 5. Teacher Survey Question 5……………………………………………………70 Figure 6. Teacher Survey Question 6……………………………………………………71 Figure 7. Teacher Survey Question 7……………………………………………………71 Figure 8. Advisory Survey Question 1………………………………………………......75 Figure 9. Advisory Survey Question 2…………………………………………………..76 Figure 10. Advisory Survey Question 3…………………………………………………76 Figure 11. Advisory Survey Question 4…………………………………………………77 Figure 12. Advisory Survey Question 5…………………………………………………78 Figure 13. Advisory Survey Question 6…………………………………………………78 NINTH-GRADE TRANSITION PROGRAM xi Abstract The purpose of this action research study analyzed the effect of a ninth-grade transition program on academic achievement and attendance rate of ninth-grade students at Meadville Area Senior High School. The research study used a mixed-method approach. A pre-survey and post-survey of ninth-grade teachers provided quantitative analysis with Likert-scale questions about their perceptions and understanding of the program. The survey also provided qualitative analysis with open-ended responses. A survey of an advisory team provided quantitative analysis with Likert-scale questions about their perceptions of the benefits of the program. The survey used qualitative analysis from open-ended responses to explain perceptions. Attendance rate, promotions, failures, and NWEA MAP Growth data of ninth-grade students provided quantitative data. The quantitative and qualitative data were analyzed together to determine the effect of the program. The research study analysis showed a minimal effect of a ninth-grade transition program on attendance rate and academic achievement of ninth-grade students. The research suggests improvements for a ninth-grade transition program, including transition activities, professional development for staff, and training for students. NINTH-GRADE TRANSITION PROGRAM 1 CHAPTER I. Introduction Introduction The Crawford Central School District in northwestern Pennsylvania lacks a research-based approach to ninth-grade transition at the secondary level. A transition program for ninth-grade students at Meadville Area Senior High School would provide a system of supports for students to increase student academic achievement and student attendance. Ninth-grade students have shown to have a high absentee rate, high retention rate, and lower academic achievement at Meadville Area Senior High School. Perceptions of students at the school have shown that there is a need for a cultural shift towards engaging curriculum, relationships, and supports for students. Ninth grade is an important year that sets the stage for academic success for high school students. The purpose of this mixed-method study is to research and describe the effects that a ninth-grade transition program at Meadville Area Senior High School has on student academic achievement and student absentee rate of ninth grade students. The project will describe the effects that the transition program has on attendance rate, promotion rate, and academic achievement. The study will guide the recommendations for further professional development and training. The implementation of a ninth-grade transition program will include the direction and engagement of the faculty. As the Director of K-12 Curriculum at Crawford Central School District, I helped to improve instructional and intervention programs to increase academic achievement, particularly at the secondary level. I had been the Director of Secondary Curriculum from 2003 to 2018 until taking on the elementary curriculum as well. There has never been a committed effort from the principals or staff towards a research-based system of supports NINTH-GRADE TRANSITION PROGRAM 2 at Meadville Area Senior High School, including transitioning between buildings. There are four elementary K-6 schools that feed into one larger middle school. The Meadville Area Middle School is linked to the Meadville Area Senior High School campus. Although the students are scheduled in one building in middle school, there is a lack of transition between the middle and high school; expectations, relationships, curriculum offerings, and staffing are all quite different. Students, especially those in subgroups of economically disadvantaged and minorities demonstrate the need for supports between levels to provide a stronger start to the high school. This is indicated by referrals of ninth grade students to assistance program and the lack of transition into rigorous course pathways. The Meadville Area Senior High School Student Assistance Team helps to identify students at risk for behaviors and academics and refers students for additional supports. Student Assistance Program [SAP] data for three years reported the highest percentage of referrals annually were for ninth-grade students: 49% in 2022, 38% in 2021, and 38% in 2020. Minority students in the high school who were referred were 24% in 2022, 14% in 2021, and 26% in 2020 (Pennsylvania Department of Education, 2023d; Pennsylvania Department of Education, 2023e; Pennsylvania Department of Education, 2023f). Students who are not provided the opportunity to participate in challenging curriculum are at risk for academic success. At Meadville Area Senior High School, for students to be referred for the accelerated level, the students must have specific grades, test scores, and a teacher recommendation. Students who were in the economically disadvantaged and minority subgroups in 2022-2023 had a low percentage of participation: Accelerated English was 8%, Accelerated Algebra II was 5%, Honors NINTH-GRADE TRANSITION PROGRAM 3 Biology was 6%, and Accelerated Civics was 7%. There were no students with an IEP who participated in any accelerated course of study. The challenging factors at Meadville Area Senior High School include attendance, graduation rate, retention, and academic achievement. Demographic data in October 2021 included a school population of 778 students with subgroups of economically disadvantaged of 46.3%, students with Individualized Education Program [IEP] at 23%, and Black at 7.1%. The Pennsylvania Department of Education (2023c) in the Future Pennsylvania Ready Index reported attendance rate at Meadville Area Senior High School in 2020 was 80.8%, below the state average of 85.4%; the rate worsened in 2021 with an attendance rate of 68.5% compared to the state average of 82.2%. The graduation rate in 2021 was 86.9%, on par with the state average of 86.7%, but the graduation rate for the subgroups of economically disadvantaged was 74.1%, and IEP participants was 71.4%. There were 24 ninth graders who were retained and were not promoted to the tenth grade in June 2021 prior to summer school; this was the highest for all grade levels at Meadville Area Senior High School. There were 21 ninth graders who were retained in June 2022 prior to summer school; this was the highest for all grade levels for the second year. Keystone Algebra I Keystone proficiency in 2021 was 61%; however, first time test takers in ninth grade were only 15.6% proficient. There were only 49.2% of high school seniors who participated in a rigorous course of study. This is the percent of seniors who have participated in at least one Advanced Placement, dual enrollment, or Career and Technical Education course of study. A research study that focused on improving the academic achievement and attendance of ninth grade at Meadville Area Senior High School took place from NINTH-GRADE TRANSITION PROGRAM 4 September 2022 to June 2023. The study was a mixed-method study including both quantitative data (achievement, failure, attendance, retention, and survey data) and qualitative data (survey data). NWEA MAP Growth in Reading and Math was administered in Fall 2022 and March 2023, and the data from NWEA Growth School Summary Reports was included in the analysis. The number of ninth grade students failing one or more core classes (Math, English, Science, Social Studies) was collected in January 2023 and June 2023 after each semester. The number of students retained in ninth grade and number of students promoted in ninth grade was collected in June 2023. Average daily attendance by grade level and building was collected each quarter. A survey of ninth-grade teachers was completed in fall 2022 and spring 2023. The survey included quantitative data and qualitative data. A survey of an advisory team was completed in March of 2023 and included quantitative and qualitative data. This capstone study focused on the following research questions: Question 1: How does a ninth-grade transition program affect student academic achievement and student attendance rate? Question 2: What are the perceptions identified by ninth grade teachers about the ninth-grade transition program as an effective program to increase student academic achievement and attendance? Question 3: What are the perceptions of an advisory team about the ninthgrade transition program as an effective program to increase student academic achievement and attendance rate? The financial implications of this capstone project were minimal. The costs associated include assessment software, training for advisors, and supplies for the NINTH-GRADE TRANSITION PROGRAM 5 transition program. The NWEA MAP Growth Software was already built into the district budget and would include a cost of $2,400. The training would be covered by Title II A and included an amount of $6,721 for advisor training and $4381.00 for advanced training. The cost of supplies was budgeted at a cost of $2,000. The capstone study provides the research for a ninth-grade transition program at Meadville Area Senior High School as a program to increase academic achievement and attendance rate of ninth grade students. The literature review provides research, strategies, and evidence-based models that Meadville Area Senior High School used to develop a ninth-grade transition program. NINTH-GRADE TRANSITION PROGRAM 6 CHAPTER II. Literature Review Literature Review Transition Programs Transition programs from eighth to ninth grade are a step in the academic success of students. A well-planned systemic approach provides increased academic achievement and lifelong skills. The research supports the development of transition programs that include more than one goal and action step. Donley (2019) declared assisting students with transitions as a moderate to strong effective practice. In addition, transition programs are critically important in areas of high economically disadvantaged students because they lack the necessary support (Donley, 2019). Effective strategies and model programs for implementing a transition to the high school level have been researched, but feedback on the long-term success of programs is still relatively new. While each school and transition program are different, there are similar strategies that schools have developed to support successful transitioning. This review will explain recent research related to transition, the importance of the ninth-grade year, challenges related to transition, successful components of transition for keeping students on track, and model high school programs. The elements of an effective high school transition program include multiple dimensions. Erickson et al. (2013) explained programs include “psychological, academic, social and experiential” integrations. They further described students who experience transitioning as more successful in high school and are important for students with disabilities or at-risk concerns. Roybal et al. (2014) identified that successful parts include “tutoring, cohort groups, peer support, motivational components, and skills NINTH-GRADE TRANSITION PROGRAM 7 development” (p.485). Akos (2004) concluded that transition includes “both challenges and opportunities to students in three major areas- academic, social and procedural” (p. 219). The components are also intertwined; hence, relying on each other to be effective. Transitioning to high school is a challenge to students, and areas to be address include relationships, academics, supports, and responsibilities. Ganeson and Ehrich (2009) discussed the importance of peer supports so students can develop new friendships throughout high school. Other topics that were essential included organizational skills, such as time management and understanding how to prepare for a schedule. In addition, including supports from teachers and extracurriculars provided methods for increasing confidence. Roybal et al. (2014) described the following as successful for planning transition programs: collaboration with middle school and high school faculty; parent inclusion; homework help descriptions; rewards for school responsibilities, such as attendance; credits for classes; block scheduling; set up of student campus; learning centers or pods in the school; and rewards for successful transitions. The research studies show overlapping themes of academics, social emotional learning, and organization of the high school. Transition programs should be planned with teachers, students, and parents. Hertzog and Morgan (1998) stated that setting goals should be done prior to and throughout the ninth-grade year. The transition includes academic and social aspects. A team approach provides benefits for teacher communication, and parent and student acceptance of the transition. Transition activities are varied and can include activities such as guidance lessons, parent orientations, visitations, advisor programs, and ninthgrade teams (Hertzog & Morgan, 1997). Transition teams recommended by Cauley and NINTH-GRADE TRANSITION PROGRAM 8 Jovanovich (2006) should consist of members from the middle school and the high school. Teams meet and assess student needs and develop program activities with a clear schedule. Ninth-grade transition programs are an essential part of the success of students entering high school. The ninth grade-year predicts success rates of graduation and lifelong skills. Importance of the Ninth Grade Year The ninth-grade year is one of the most demanding and critical years for high schoolers. Students who do not meet the challenges have an increased risk of retention in ninth grade, graduating late, dropping out of high school, and having economic and hardships in life. Neild (2009) claimed that students who are not on track with credits in ninth grade are at risk for not graduating. In fact, Neild (2009) stated that one-third of high schoolers who dropped out were not promoted to tenth grade according to a report Diplomas Count in 2006. Mac Iver et al. (2015) discussed the implications of students who failed ninth-grade classes as part of a block schedule or semester scheduling. Students were not aware of the repercussions or making up credits to stay on track for promotion to tenth grade. Unfortunately, of all failures, ninth grade is the highest (Erickson et al., 2013). Cooper and Liou (2007) reported National Center for Educational Statistics from 2001 showing there were over half a million students who dropped out in the last decade. Drop out statistics in the nation, and even more so in poverty schools, is alarming. Research-based practices regarding transition programs for the ninth-grade year are important for a student’s successful academic outlook as well as post-secondary opportunities. NINTH-GRADE TRANSITION PROGRAM 9 In addition, the statistics also show an achievement gap for success after high school for minorities. Balfanz (2011) stated that students who display risks of academics, behavior, or failures in high poverty schools have less than 25% chance of graduating. Bonny et al. (2000) studied school connectedness and reported that male, white students felt more connected to school than their minority peers. Cauley and Jovanovich (2006) stated that students who were economically disadvantaged, primarily males, were at-risk for not graduating. The effect of ninth-grade success can determine if a student might graduate. Schools must be proactive in the transition efforts (Cauley & Jovanovich, 2006). Neild et al. (2008) researched that there are severe outcomes for students who do not have an effective transition: retention, remediation, and not graduating. They also stated that a focus on transition would relieve dropping out. Balfanz (2011) stated that graduation rates would increase if attendance, behaviors, and failures were improved. In addition, 80% of students who do not graduate will show early warning signs in these areas. Cohen and Smerdon (2009) also stated that ninth-grade transition is difficult, and it can lead students on a trajectory to fall off track and drop out. However, the ninth-grade experience can be a fresh start for students who had a challenging time in middle school (Neild, 2009). It is essential that schools prioritize efforts to increase the promotion of ninth grade students, especially the subgroups most at-risk in the school system. As stated previously, the ninth-grade transition program that is being studied is at Meadville Area Senior High School. The Future Pennsylvania Ready Index in 2022 showed the most at-risk subgroups at risk for graduating in four years at Meadville Area Senior High School as economically disadvantaged and students with an IEP. The school NINTH-GRADE TRANSITION PROGRAM 10 had a graduation rate in 2020 of 92.4%, which is the same as the state rate. The subgroup of economically disadvantaged was 89.2% and IEP of 89.3%. The subgroups were reported as increasing from 2019. The economically disadvantaged subgroup increased graduation rate by 7.4% from 2019 to 2021. The IEP subgroup increased graduation rate 12.7% from 2019 to 2021. The data showed a decrease of graduation rate at Meadville Area Senior High School from 2020 to 2021. The cohort rate in 2021 was reported as 86.85%, and the state rate was reported as 88%. The data reported the subgroups of economically disadvantaged as 74% and the state as 81%. The IEP cohort rate for the school was 71% and 75% for the state (Pennsylvania Department of Education, 2023c). The school system would need to identify the students in the underperforming subgroups and ensure strategies for dropout prevention including transition planning starting in ninth grade. Transition programming for incoming ninth grade students should include special populations as well as a review of their incoming deficiencies. Difficulties of the Ninth Grade Year The challenges that face ninth-grade students include parental involvement; academic preparation and curriculum; loss of relationships; and school organization and climate. These difficulties impact the success of students throughout their high school career. Donley (2019) discussed that difficulties include academics and loss of connections in a larger setting. Pressures of academic expectations and social issues have a long-range effect on graduation and college and career readiness. In addition, researchers suggested that the changes and stressors associated with the transition contribute to a significant decline in school connectedness (Bonny et al., 2000). NINTH-GRADE TRANSITION PROGRAM 11 Parental Influence. Neild (2009) reported that parental influence on their children decreased as peer pressure increased; thus, this results in students’ participation in “risk-taking behaviors and declining academic performance” (p. 58). Cauley and Jovanovich (2006) claimed that “students also become more autonomous and self-reliant” (p. 16). As parental influence declines, peer relationships increase and influence transitioning. Although parent involvement decreases at the high school, Cohen and Smerdon (2009) discussed that parental engagement is essential. Parents also display their concerns about high school to students, and they should be included in transition planning (Hertzog & Morgan, 1998). Mac Iver et al. (2015) also discussed that parental engagement is important for transition; however, stated “there has been little systemic attention to guide family engagement at the high school level” (p. 28). The research study concluded that even though schools provided information to parents, they did not encourage parents to check academic progress, nor did they improve parental involvement. In addition, the schools were not effective to provide economically disadvantaged families with the skills to assist their students. Academic Preparation. A primary source of the transition challenges is the academic skills students have not mastered. In addition, the high school demands starting in ninth grade can cause a negative effect on academics if students are not prepared. Neild (2009) stated that the students who have “weak academic preparation are more vulnerable to getting off track during ninth grade and that aspects of high school organization and curriculum can have an appreciable impact on ninth graders’ academic success” (p. 59). Neild (2009) also concluded that students who lack math and reading skills will suffer academically. In addition, students who have not had to exert effort and NINTH-GRADE TRANSITION PROGRAM 12 were not held to higher standards have a more tough time with courses. Erickson et al. (2013) noted that students in middle school who had better grades did not do well in high school if they were inappropriately prepared for the advanced rigor and coursework. The study by Akos and Galassi (2004) reported that high school parents felt that the most difficult part of ninth-grade transition was academic related, including homework. In addition to the standards of curriculum, students who did not feel that the courses were relevant dropped out. Erickson et al. (2013) stated that 50% of students who quit school claimed the courses were not meaningful. These alarming statistics have a lasting effect on the longitudinal advancement of success for students at the secondary level. As the rigor increases, the students have a wider gap of achieving the content and skills required of high school. Cauley and Jovanovich (2006) stated the “decline in many students’ intrinsic motivation and academic self-concept, interest in school, and grades” was a problem (p. 16). Transitioning to the secondary level includes challenges of engagement in academics caused by lack of teacher support, lack of rigorous and relevant coursework, and students’ perceptions of their own abilities. Relationships in Ninth-Grade Year. Another challenge includes relationships established in high school in contrast to middle school. Evans et al. (2018) discussed the importance of friendships and support during the transition. Students with positive supports had a better transition. They stated, “a positive social network is important for children’s well-being during the transition to secondary education, but children also require support from their teachers and school to feel more secure in their new environment” (p. 10). In addition, the study also concluded that relationships with new friends may provide opportunities for students who had negative social experiences, such NINTH-GRADE TRANSITION PROGRAM 13 as bullying or peer detachment. The ninth-grade year is a time when students develop new sets of relationships, and addressing their social issues is essential. Erickson et al. (2013) stated that social anxiety may result from changing peer groups. Butts and Cruziero (2005) also recommended that these relationships with adults and students need to be prioritized. The relationships between students and teachers can be promising, but it has been reported as problematic. Neild (2009) stresses the importance of effective teachers who centered in on the students’ personal stressors, provided connections with students, and held students to expectations to having a higher academic passing rate. These relationships foster the drive to stay in school. The ability for students to form positive relationships with other students and adults early in high school has a profound influence on the academic outcomes for students and has a definite effect on school culture and climate. School Climate and Organization. School climate and organization is also a barrier to ninth-grade transition. Depending on the approaches of the school, this can be a detrimental experience or positive experience for students. One of the main factors is the content-driven focus of high schools. Students often experience shorter class periods and many teachers during the day. Teachers who are novice to the profession do not have as many skills to teach ninth grade compared to master teachers: they are “less likely than their more senior colleagues to have the needed classroom management skills, mastery of instructional strategies for ninth graders who need to catch up on academic skills, and access to various material resources of the school” (Neild, 2009, p. 62). Neild (2009) states that “ninth graders have been the least desirable students to teach at the high school NINTH-GRADE TRANSITION PROGRAM 14 level” (p. 62). This lack of interest in teaching ninth-grade students can provide the least qualified teachers in those positions. Cohen and Smerdon (2009) described the structural changes from middle to high school including academic sequencing and class changes. They contended that postsecondary activity, such as career pathways or dropping out, is affected by the decisions made in high school. In addition, the school organization from middle school to high school is less structured nor supportive compared to a middle school. Students in middle school also tend to have a pathway of coursework with a select group of peers. Evans et al. (2018) also discussed that the school configuration with changes of increased class sizes, more teachers, and multiple resources each day affect achievement of ninth-grade students. Neild (2009) described that “high schools themselves are the major source of the difficulty that students encounter in ninth grade” (p. 61). High schools extend the challenge with a content-driven focus as well as the many changes daily in classes. The study also affirmed that high school students have frequent peer group changes and teacher changes with each class. Evans et al. (2018) concluded that class changes can be extremely difficult for special education students. The frequent moving between classes is challenging to students with sensory needs. In addition, students with social emotional needs are less likely to have positive relationships with others transitioning to high school. Developing a sense of belonging is part of school climate. Roybal et al. (2014) described that belonging supports academic achievement. The sense of belonging is affected by academics, friendships, or relationships with teachers. Ganeson and Ehrich (2009) claimed that students who “are confident and feel a sense of achievement and NINTH-GRADE TRANSITION PROGRAM 15 success in their new environment” have better transition (p. 70). The Pennsylvania Commission on Crime and Delinquency et al. (2022) reported in the Pennsylvania Youth Survey in 2021 that students at Meadville Area Senior High School did not experience positive interactions with their teachers. For example, in the Pennsylvania Youth Survey of 2021, 60% of tenth-grade students and 55% of twelfth-grade students replied that they did not get positive feedback from teachers. The Pennsylvania Youth Survey report also included that only 20% of tenth- grade students and 16% of twelfth-grade students claimed that they had opportunities to participate in class activities. The lack of teacher relationships was also reported with only 27% of tenth-grade students and 24% of twelfth-grade students indicating that they had an individual discussion with a teacher. In conclusion, parent involvement, academic mastery, course relevance, peer relationships, teacher relationships, teacher expertise, and school organization are prevalent risk factors in ninth-grade transition. Crawford Central School District Risk and Protective Factors Transition planning includes developing a needs assessment of the high school and incoming ninth graders. Reviewing longitudinal data about the perceptions of students is one source that the district uses for comprehensive planning and student leadership teams. The Pennsylvania Commission on Crime and Delinquency conducts a biennial Pennsylvania Youth Survey that reports the risk and protective factors for schools and districts. The data is useful to determine the strategies and interventions pertaining to youth behaviors. The Crawford Central School District participated in the survey in November 2021 with students in grades 8, 10, and 12. Meadville Area Senior High School is one of the district’s schools that participated in the survey. The NINTH-GRADE TRANSITION PROGRAM 16 Pennsylvania Youth Survey reported the highest risk factor was “Low Commitment Toward School” at 62.1%. The report states that “Students who demonstrate a lack of commitment to school are more likely to have ceased viewing being a student as a positive role.” In addition, only 33.6% stated they “enjoyed being in school” (Pennsylvania Commission on Crime and Delinquency et al., 2022, p. 42). This data correlates to the studies from the challenges of relationships and school climate. The lowest protective factor was “School Opportunities for Prosocial Involvement” at 37.9% (Pennsylvania Commission on Crime and Delinquency et al., 2022, p. 95). The strategy to design a program to improve positive relationships would increase these protective factors: “Peers and adults in . . . schools must communicate healthy values and set clear standards for behavior in order to ensure a protective effort” (Pennsylvania Commission on Crime and Delinquency et al., 2022, p. 84). The most challenging protective factor reported for the district is supported in the research that student engagement is an essential component to high school success. Roybal et al. (2014) states: “One critical factor is a sense of belonging or connection to school, which has been shown to be directly related to academic success” (p. 475). Roybal et al. (2014) discussed how inclusion in minority students increased their academic achievement and attendance. The Meadville Area Senior High School operates with demographic subgroups of economically disadvantaged, students with special needs, and Black students. Research about the attitudes of these subgroups of students should be included in transition efforts to meet the needs of all populations. Methods of Keeping Students On Track for Graduation NINTH-GRADE TRANSITION PROGRAM 17 Students at Risk. It has been proven that students who have fallen behind academically are at risk for dropping out of school. A key component of transition to the high school is to determine what students are at risk and what successful practices can be put in place. Erikson et al. (2013) describes “falling off track” as students who do not earn sufficient credits to achieve the four-year graduation. The study explained that the ninth grade is referred to a “bottleneck” grade since there are so many student retentions in this grade. There are several proactive approaches that schools can use to support students in the transition to high school. These strategies include intervention, early warning systems, academic credit counts, strong academic preparation, parental involvement, and guidance programs. Intervention. One strategy for keeping students on track for graduation is intervention. Cohen and Smerdon (2009) described academic intervention and summer school remediation and acceleration prior to high school would preserve graduation status. Other supports before students set foot in the high school include early identification structures to reach out to families and students who may be at risk. For example, supports involved providing additional opportunities for incoming ninth graders to understand the expectations and organization of the high school and connecting them with a peer or adult to form a relationship prior to the start of school (Erikson et al, 2013). In addition, Evans et al. (2018) stated the importance of providing interventions early to those at-risk: As most of the disorders experienced in childhood and adolescence continue into adulthood, it is beneficial for everyone involved to ensure interventions are administered as early as possible not only for better emotional well-being but also NINTH-GRADE TRANSITION PROGRAM 18 because of the associations with academic achievement and social functioning, all of which are important for a successful transition. (p. 14) In addition, Akos and Galassi (2004) concluded that there were varying types of interventions to address the facets of transition. These included short-term and long-term interventions, including orientation processes, communication systems, and academic recovery programs. Early Warning and Intervention Systems. For transition programs to occur before school starts or during the ninth-grade year, there needs to be a clear system of identifying students with the use of observable data. This type of strategy is typically referred to as early warning systems. O’Cummings and Therriault (2015) defined early warning systems as “data systems that use validated indicators to identify students at risk of missing key educational milestones” (p. 6). DeLamar and Brown (2016) defined a student at risk if they “may be in need of interventions to help him or her cope with the transition into a new environment” (p. 32). Researchers discussed how these systems could be implemented at any part of the transition process. These data sets included numerous factors leading to drop out, such as attendance, grades, discipline, or achievement scores. Data can be analyzed to determine root causes of a behavior or issue. The interventions can be targeted towards a specific group of students. Data systems could be used to identify students at-risk and the causes of their struggles. In addition, the data could also be used to determine the effectiveness of transition programs (Cohen & Smerdon, 2009). The use of early warning systems can be used before ninth grade, and even after transitioning, to determine at-risk students. Schools that implement an early warning and NINTH-GRADE TRANSITION PROGRAM 19 intervention system are initiative-taking to determine sets of behaviors for ninth grade students and may plan interventions within the system before they occur. If a school is aware that an indicator, such as attendance, is a primary factor in ninth-grade promotion, it can develop a planned intervention rather than create something after the fact. The use of early warning and intervention systems is an evidence-based protocol for keeping students on track to grade promotion and graduation. Developing Criteria for Promotion. Another crucial factor that schools should implement is developing the criteria for staying on track. This involves informing students and parents about required credit counts and types of courses that are needed to advance from one grade level to the next. This process should be considered as part of an early warning system to track students who have fallen behind. In addition, this should be clearly communicated to students and parents prior to the start of the ninth-grade year, such as in orientations and handbooks. Neild (2009) described the effect of not attaining the required number of credits each year as falling off track for graduation. Neild (2009) also explained that not only the number of credits is essential, but also the type of credits is just as important. For example, at Meadville Area Senior High School the credit counts to advance to ninth grade are 5.0 credits including courses in the core content areas, computer, health and physical education, and electives. In addition, passing of the Keystone attributed courses is indicative of graduating with a diploma based on the state graduation requirements. For instance, passing biology and Algebra I are recommended by the end of the ninth-grade year. Neild (2009) states that “in large school districts . . . passing five full-year courses is a common standard for promotion to tenth grade (p. 55). However, the author pointed out that even though the student may have passed the NINTH-GRADE TRANSITION PROGRAM 20 required courses for promotion to tenth grade, the student may still be behind in credits if only the minimum were achieved (Neild, 2009). Unfortunately, not passing core classes would deter students from taking elective credits of interest because they would have to make them up the following year (Neild et al., 2008). The importance of communicating with students and parents during transition planning about credit counts and the effect on graduation requirements should be one of the top priorities. Akos and Galassi (2004) recommended that academic expectations should be communicated to students and parents before the transition. Challenging Curriculum. For students to stay on track and earn the number of credits in the ninth-grade year, schools need to ensure that a rigorous, standards-aligned, and engaging curriculum is in place before high school. A weak curriculum with low learning targets will only delay the proficiency for students in ninth grade and will the increase the achievement gap. Cauley and Jovanovich (2006) stated “students who had the greatest difficulty were those who were not academically prepared” (p. 18). Students without academic preparation did not have a good transition. Neild (2009) contended that the most important reason for students who fall off track during transition is due to the academic preparation. To compound the issue, students who were inadequately taught with low learning targets had significant achievement decline in high school. This lack of skill level produced students to become frustrated and eventually drop out because they were not successful and fell behind in credits. Neild (2009) discussed the National Math Advisory Panel’s report in 2008. The report declared the important math skills required for algebra proficiency included specific skills that needed to be mastered in middle school: NINTH-GRADE TRANSITION PROGRAM 21 fractions, decimals, and positive and negative numbers. Since proficiency of algebra is required for high school graduation in Pennsylvania, a strong math curriculum aligned to standards should be in place. In addition, English Language Arts proficiency is necessary. This includes both the skills to read as well as comprehension. Therefore, a rigorous curriculum that prepares students for the demand of high school is an essential component to a successful transition to high school. Engagement with Community and Parents. Community and family engagement is another strategy for students to maintain a pathway. Part of this engagement involves including parents by communicating the expectations of high school. Parents can be an “integral in guiding their children thought this time of transition” (Erikson et al., 2013, p. 4). This can be accomplished through observing their student’s class work and friendships. The programs that implement parental involvement have a positive effect. Cohen and Smerdon (2009) stated: Parental involvement is also key to a successful middle to high school transition. Schools and teachers who specifically reach out to parents and encourage participation maintain higher levels of involvement, even though parental involvement in school tends to decrease once students reach high school. (p. 181) Somers et al. (2016) described that family and community engagement efforts in urban, minority communities are difficult to change the pathway for students in these communities. Mac Iver et al. (2015) researched the implications of family involvement regarding transition and stated that little research on the effects has been generated, and fewer support efforts for schools in this area has been accomplished. High schools are not NINTH-GRADE TRANSITION PROGRAM 22 educated in family engagement. Mac Iver et al. (2015) discussed results of a study that found challenges to engage families included the schools’ lack of information, parent’s inability to attend events, and unfriendly attitudes towards parent participation. However, there are successful practices that will engage families despite the barriers. When schools and faculty initiate the communication to parents and actively find ways to include parents, engagement increases. Parent engagement includes more than monitoring completion of work and going to school; the process involves “encouraging students to accept and identify with the role of student, anticipate high school graduation, and plan (Mac Iver et al., 2015, p. 41). In addition, schools with populations of subgroups of English Learners, students with special needs, and minority students need to develop strategies to communicating and including parents in the transition (Mac Iver et al., 2015). Although evidence-based practices for parental and community engagement at the high school level are still emerging, the worth of including parents is a proactive measure to informing parents and community about school programs and opportunities for parents to stay involved in their student’s academic success. Guidance Programs. One of the essential roles in the high school is the guidance counselor. Guidance counselors have many responsibilities linked to student achievement. It is the responsibility of the guidance counselor to know and understand each student and provide comprehensive services to students and families. Pennsylvania Department of Education (2023b) provides frameworks for educators. The “Framework for Non-Teaching Professionals: Guidance Counselors” supports the evidence that guidance counselors are integral to the success of a transition of students. Each domain in NINTH-GRADE TRANSITION PROGRAM 23 the framework provides evidence of the role of the guidance counselors and can be applied to each strategy mentioned in the literature. Cooper and Liou (2007) stated that guidance programs are a “crucial element in the transition of new students to the campus” (p. 46). In addition, guidance counselors are effective resources to provide information about the opportunities for college and career pathways. Unfortunately, in their research, Cooper and Liou (2007) found that students had little communication with a guidance counselor in high school. They reported that guidance counselors in their study spent the least amount of time with ninth graders compared to seniors. The researchers claimed that “a weak counselor-student relationship severely limits students’ opportunities to learn” (Cooper & Liou, 2007, p. 53). The “Framework for Non-Teaching Professionals” provides descriptors for guidance counselors to develop a guidance plan that “addresses the needs of students, families, and the school community” (Pennsylvania Department of Education, 2023b, p. 9). Indicators of this framework include understanding the student, discussing academic pathways, as well as including career planning. These descriptors define guidance counselor actions that can be embedded in transition programs. High School Reorganization. The culture and organization of the high school can have a lasting effect on the success of transition for ninth graders and can help to start students on a positive trajectory. It has already been stated that relationships with peers and adults are indicative of student success. One reorganization strategy for transition to high school is restructuring ninth grade into smaller learning communities. Smaller learning communities include schools-within-a-school format and ninth grade academies (Butts & Cruziero, 2005). Cauley and Jovanovich (2006) described that they “provide NINTH-GRADE TRANSITION PROGRAM 24 much needed support and academic attention at a critical time when many students fall between the cracks” (p. 21). Similar approaches to the concept of organizing students in smaller groups include freshman academies. The freshmen academy structure provides an easier transition for students as teachers team teach and co-plan curriculum. McIntosh and White (2006) implemented a freshman program that included a change in the set up of the school structure and teacher development. The program created a smaller learning community for ninth grade. The program included an exclusive academic and supportive approach to ninth grade students. The program included scheduling courses and lunches for ninth grade apart from other grade levels. The freshman academy also had a dedicated teachers, principals, and counselors to ninth grade. An essential component of the program included professional development for the teachers and allowed for common planning. The study was found to increase academic achievement as well as attendance. A recommended practice is increasing the instructional time for courses, such as block scheduling. These time schedules remove time barriers and provide extended learning in classes. Another positive effect is the relationships that are formed with the teachers who can intervene, provide, and recommend supports (Butts & Cruziero, 2005). Traditional class scheduling does not allow for teachers to know their students as well. Neild (2009) stated that “there is little opportunity or incentive to learn more about how students are doing in other classes” (p. 61). High School Transition Models High schools transition models throughout the nation include strategies to improve staying on track academically, socially, and emotionally. Each model has its NINTH-GRADE TRANSITION PROGRAM 25 own purpose depending on the need of the district, and the students. Neild (2009) stated that reform models “are typically multifaceted” including changes to impact the school reorganization or curriculum (p. 64). Models also include orientations to high school. The programs include variations of interventions that impact the academics of ninth grade students. Talent Development High School Model. The Talent Development High School Model originated at The Johns Hopkins University in Maryland and Howard University in Washington D.C. in 1994. The five main focal points included a separate learning structure, team-teaching, supports and interventions, curriculum, and professional development (Herlihy, 2007). To accomplish this task, school reorganization included the system of a school-within-a-school. The reorganization included a block scheduling model providing for the increased instructional time for each of the four classes in the semester. The academy was functionally separate from other grades, in curriculum and space (Neild, 2009). Herlihy (2007) stated that the block scheduling approach provided a long-range advantage of providing a possible 32 credits compared to 24 credits of a normal schedule. In addition, the curriculum provided a remediation course in math and reading in the first semester and a course in study skills. These courses were followed by academic courses in Algebra I and English in the second semester. The reading course consisted of the evidence-based curriculum Reading Apprenticeship. Teachers received training in the math and reading curriculum). The component of the additional courses provided extended learning in math and reading. However, Neild (2009) stated that “it is very NINTH-GRADE TRANSITION PROGRAM 26 unlikely that a single catch-up course in ninth grade will allow students to complete a rigorous high school course sequence without additional support” (p. 68). An essential part of the Talent Development Model was the support to the teachers regarding classroom management techniques, curriculum, and strategies. Instructional coaching was provided in math and reading (Herlihy, 2007). In addition, the program included the appointment of a principal to each grade that was a school-within-a-school (Neild, 2009). Although this would encourage leadership at each level, this could drastically impact the school budget for personnel. Districts would also need to provide budgeting costs for professional development in the areas of the content courses and block scheduling. An alternative approach to education included the Twilight Academy, which as a program for nontraditional students. These students experienced academic or behavioral setbacks. The students attended school in the evenings and had the flexibility to have a job during the day (Herlihy, 2007). The research study of five urban high schools in Philadelphia, Pennsylvania provided data to support the improvement in academics, attendance, and promotion rates of ninth-grade students. However, students who were retained were apt to quit school (Herlihy, 2007). The Talent Development Model included aspects of smaller learning communities as a transitional model to improve academic achievement and attendance of ninth-grade students. Diplomas Now. Balfanz (2011) discussed the Diplomas Now program, which used the Talent Development Model as part of an integrated approach of three model NINTH-GRADE TRANSITION PROGRAM 27 programs. The concepts from the program included the learning community with teaming of teachers. In addition, the block scheduling of four core classes was implemented. He stated that this type of program needed to include three main components: a mission, core teachers sharing the same group of students, and planning time for the core team and the subject teams. The Diplomas Now program also involved the model from City Year and the Communities in Schools Program, which provided interventions for students at-risk. The City Year model used AmeriCorp members to provide academic support and mentoring to a small group of students. The Communities in School program addressed the mental health and support needs of the students. These models were implemented with the use of an early warning system to identify students at-risk. This program was an intensive program that involved collaboration with the three models and implemented a tiered system of supports for at-risk students. In addition, supports included recognition of students who made progress in attendance and academics. On the Block Program. The On the Block transition program originated in a large suburban high school in Texas. The program focused on an orientation model that provided real life experiences for incoming ninth graders prior to the start of the school year. This program included experiential learning in the high school, including activities such as cafeteria procedures and finding and opening lockers, and information about academics and extracurricular activities (DeLamar & Brown, 2016). A goal was to promote relationships with incoming ninth-grade students and high school adults. The advantages of the program included the experience as a credit-bearing initiative if students attended the two-week orientation. Students who participated NINTH-GRADE TRANSITION PROGRAM 28 showed an increase in academic achievement and attendance and a decrease in discipline. One of the positive effects supporting the program was the “opportunity to build strong relationships with staff and students before school started” (DeLamar & Brown, 2016, p. 37). One of the drawbacks to the research was the students who were included in this study were by invitation only. However, the selected students were at-risk and had to meet one of the criteria developed by the Texas Education Agency in 2011 (DeLamar & Brown, 2016). Another orientation program, the Step Up to High School program, was conducted in Chicago during the summer of 2003. The students were selected based on criteria of being at-risk for academics. The students experienced classes for four weeks for half a day. The effects showed that the students were at 60% success rate of being on track compared to 43% for students who did not participate (Neild, 2009). One recommendation was having a family orientation night that provided information to the parents and students. The orientation model provided vital information to parents and students and a learning experience for students at the high school level before high school. Butts and Cruziero (2005) claimed that ninth graders needed to have an understanding about the procedural aspects of high school, academics, and graduation. Orientation programs providing information, such as family night, is a one-way process of information. Cooper and Liou (2007) stated that information at orientations met the needs of the educational facility instead of engaging the students to be an active participant in the transition. Opportunities to Learn. Cooper and Liou (2007) defined Opportunities to Learn as the “conditions or circumstances within schools and classrooms that promote learning NINTH-GRADE TRANSITION PROGRAM 29 for all students” (p. 44). The study from Cooper and Liou (2007) was over five years and focused on the information dissemination from guidance counselors to parents and students. The information in the program included “high stakes information” providing students with conceptual understanding of processes that led to opportunities beyond high school. These sources of information were provided before and throughout high school. The study in this program was a continuation of the High School Summer Bridge Program for transitioning students into ninth graders. Guidance counselors were a key role in the program because they disseminated the information to the parents and students. A drawback to the program was the lacking relationships between the students and the guidance counselors. For such a program to have a positive effect, the barriers to improve the relationship need to be in place, such as more counselors to serve the students. In addition, the counselors had a predisposition about the culture and low expectations for the population of students. (Cooper & Liou, 2007). The Opportunity to Learn type of program that includes sharing information must include more than a basic level of information. The school system needs to develop a culture of getting to know students and their capabilities, develop relationships with students, and build the capacity of staff to work with the students to develop a college and career plan. Peer Mentoring Programs. Peer Mentoring Programs offer a variety of support for ninth-grade students. Cross-age peer mentoring was described by Karcher (2007) as a model that involves high school students mentoring younger students. The model described focused on a one-on-one approach, meetings in a school setting, and the length NINTH-GRADE TRANSITION PROGRAM 30 over the course of the year. St. Vil and Angel (2018) described the cross-age peer mentoring as “an interpersonal relationship between two peers of different ages within the same generation in which the goal is for the older youth to promote one or more aspects of the younger youth’s development” (p. 327). In addition, the cross-age peer mentoring primarily establishes and maintains relationships rather than a goal of improving academics or resolving peer issues (Karcher, 2007). Karcher (2007) stated that relationships are best established with mentors who are at least two years apart in age. In addition, peer mentors must attend meetings on a regular basis and receive training on an ongoing basis. The advantage of setting a positive image with the mentee is an important component. However, a disadvantage includes the power of relaying “risk-taking and authority undermining behaviors” from the mentor to the mentee (p. 8). St. Vil and Angel (2018) studied a community-based peer mentor program that was different than a school-based program. In the study, they discussed that a schoolbased program involved mentors and mentees from the same school setting and mentors who were academically stable. The community-based program included mentees who were not academically engaged and focused on group activities rather than an individual relationship. The mentors were from the community and attended an intensive training. The mentors also came from various social backgrounds. The results of the study included the importance of giving back to the community, student engagement in activities, and having a sense of belonging. The strategies used for a community-based approach, in addition to a school-based approach, could provide another source of transition programming. For example, selecting mentors from various backgrounds, NINTH-GRADE TRANSITION PROGRAM 31 accessing community support, and providing interventions for select students rather than an entire grade level. Peer Group Connection Program. Johnson et al. (2014) researched a peer mentoring program that enabled high school juniors and seniors to mentor ninth graders in areas of social emotional learning. Peer leaders received training and meet weekly with a group of students. In addition, teachers were trained to teach the mentors. The program targeted at-risk students in the areas of social emotional well-being and academics. The Peer Group Connection program is a model program that includes recommended practices of many strategies, such as social emotional learning, peer mentoring, and ninth grade transition. Center for Supportive Schools (2017) described the goal to develop the skills necessary for academics, motivation, and relationships. Since the students learned skills to succeed, their motivation increased. The report stated that the participating students felt “supported and cared for by both their peer leaders and other ninth graders in their peer group” (Center for Supportive Schools, 2017, p. 3). Peer leaders were chosen by application and interview. The advisors of the program taught a leadership course with the peer leaders, and students were awarded a credit for completion (Johnson et al., 2014). The advisors of the program had a scheduled class for the Peer Group Connection consisting of three days of leadership training with the peer leaders, one day of supervising the peer meetings, and one day of reflection. The peer leader curriculum focused on transitional skills important for high school (Center for Supportive Schools, 2017). The Peer Group Connection included an informational session for parents regarding the program in the ninth-grade year. The Family Night included not only the NINTH-GRADE TRANSITION PROGRAM 32 students, but also the peer leaders and their parents. The sessions were formed to include communication with the school parents, and students (Center for Supportive Schools, 2017). One negative implementation was the selection of students who participated. Students had to miss physical education one day per week. More students opted to remain in the class every day than to participate in the program (Center for Supportive Schools, 2017). However, a positive effect was the program continued for students in the tenthgrade year, which included supports from peer leaders. Results from the study by Johnson et al. (2014) showed that the male Latino students who were part of the study had a 10% dropout rate compared to 25% of a control group; unfortunately, the Latino females did not have any convincing evidence of positive effect. The study was over a four-year period, and information about the students who did not graduate were not reported. Boomerang Project. Mary Beth Campbell and Carolyn Hill in California lead the Boomerang Project. The Boomerang Project is a model transition program that involves eleventh and twelfth grade Link Crew Leaders making connections with ninth graders and providing support throughout the ninth-grade year. The high school transition program is called Link Crew (The Boomerang Project, 2023). Link Crew Leaders apply for a role and are selected in the spring. The leaders are selected from various groups of the student body; there are students from different academic pathways and interests. Link Crew Leaders are trained by coordinators in the summer over two days prior to the start of the school year. The leaders learn about NINTH-GRADE TRANSITION PROGRAM 33 leadership and the activities that they will develop through the year. The leaders prepare for an orientation that is highly engaging with activities throughout the day. The leaders continue to prepare lessons around social emotional topics and assist in tutoring. A Link Leadership Training was designed for the student leaders to learn leadership skills and communicate with other students in Link Crew across the nation. This training is offered at various locations in the United States each year (The Boomerang Project, 2023). Coordinators of the program are required to attend a three-day summit. The coordinator training is in the spring of each year. There are follow-up trainings for trained coordinators. The coordinators are staff members who are “dynamic, excited about kids and education, detail oriented, able to effectively multi-task and also should be motivators of both students and other staff members” (The Boomerang Project, 2023). The Link Crew program can integrate into other school programs, such as School Wide Positive Behavior Intervention and Supports. The program does require a commitment to developing a solid team of coordinators and student leaders. The program includes activities throughout the year to encourage positive school climate and opportunities for students to form connections. The program has been shown to increase attendance rate, increase graduation rate, and improve academic success (The Boomerang Project, 2023). Conclusion Transition programs and strategies are essential to supporting and improving the academic, social, and emotional needs of ninth grade students. Transition is necessary to provide a method for students to stay on track during the high school career, and to have a solid foundation in the ninth-grade year. Academic preparation in middle school with a NINTH-GRADE TRANSITION PROGRAM 34 solid curriculum is essential to providing the necessary skills for students to meet the demands of the high school expectations and rigor. For the academic pathways to be considered, the school must include parents and community in the process of the transition, not only with information sharing, but with a two-way communication about their needs and opportunities. High school reorganization efforts can play a critical role in advancing the transition by including strategies such as block scheduling, school-within-a-school concept, and intervention programs. Each model program could be transformed to meet the needs of the school system. However, some programs included an investment in curriculum, training, funding, staffing, and sufficient changes in school practices. It is recommended that schools research the school level data to decide what strategy world work best to increase academic success. NINTH-GRADE TRANSITION PROGRAM 35 CHAPTER III . Methodology Methodology The strategies discussed in the literature review have provided the researcher with research-based evidence to inform practices to develop a ninth-grade transition program. In addition, the literature review provided evidence that a well-planned transition design has improved academic achievement and graduation rate. Thus, the action research study was designed to provide information about the effects of a ninth-grade transition program at Meadville Area Senior High School. A systemic approach to transition has never been committed to by the school’s staff, and this lack of follow through has been a detriment to the future success of at-risk students at Meadville Area Senior High School. This chapter provides a description of the action research study and research questions, including a description of the school building, important demographics, and transition strategies that the school had done prior to the research study. The action research study was a mixed-method study that included quantitative and qualitative research. The quantitative data inform the effects of the transition program on achievement and attendance of ninth-grade students at Meadville Area Senior High School in comparison to data from the NWEA MAP Growth assessment data in reading and Algebra, ninth-grade failures, and ninth-grade retentions and promotions. The quantitative data also describe the effects of the transition program on school attendance. The quantitative data regarding perceptions of the teachers and advisory team include survey results from Likert-scale questions and other open-ended questions. The qualitative data describe the perceptions of teachers of ninth-grade core classes and NINTH-GRADE TRANSITION PROGRAM 36 perceptions of an advisory team on the effects of a transition program on ninth-grade student achievement and attendance. The researcher has provided conclusions including recommendations about the transition program related to professional development for the staff at Meadville Area Senior High School. Purpose The Meadville Area Senior High School has been struggling with improving the school profile regarding achievement, attendance, and graduation rate. Bernhardt (2013) stated, “Educators need to understand whom they are serving and determine how well they are meeting the needs they are serving” (p. 32). The faculty have been informed of data regarding data profiles and student surveys, but rarely does the information become an integral part of a systemic approach to meeting the needs of students. Hendricks (2017) described action research to improve instructional practice. The author stated that “all educational research . . . has the potential to enhance knowledge about teaching and learning” (Hendricks, 2017, p. 10). The problem studied was the lack of transition strategies at Meadville Area Senior High School. The purpose of this action research study was to research and describe how a ninth-grade transition program at Meadville Area Senior High School affected student academic achievement and student attendance rate of ninth grade students. The study has guided the recommendations for further professional development. The action research study focused on three research questions: Question 1: How does a ninth-grade transition program affect student academic achievement and student attendance rate? NINTH-GRADE TRANSITION PROGRAM 37 Question 2: What are the perceptions identified by ninth grade teachers about the ninth-grade transition program as an effective program to increase student academic achievement and attendance? Question 3: What are the perceptions of an advisory team about the ninthgrade transition program as an effective program to increase student academic achievement and attendance rate? The research questions were written to provide data regarding the effect of the transition program on ninth grade student achievement and attendance. Question 1 involved quantitative data collected before, during, and after the transition program was implemented. Data regarding achievement included NWEA MAP Growth data in reading and Algebra I at two benchmark administrations in the fall of 2022 and the spring of 2023. The data collected show the number and percentage of students who met their projected proficiency. The number of ninth-grade students who failed core classes each semester showed how the program affected academic course grades, and the number of promotions and retentions in ninth grade showed how the program affected retention rates. Question 1 also included quantitative data collected quarterly during the year to determine the effect on attendance rate. Question 2 was designed to collect quantitative and qualitative data on the perceptions of teachers of ninth-grade core classes in English, math, science, and social studies. Quantitative data were collected with a pre-survey and post-survey that included seven Likert-scale questions. Question 2 also included three qualitative survey questions in the pre-survey and post-survey in an open-ended method. The questions described the perceptions of the teachers regarding the effect of a transition program on student NINTH-GRADE TRANSITION PROGRAM 38 achievement and attendance rate. The survey also provided recommendations about professional development for teachers for a successful program. Question 3 was designed to collect quantitative and qualitative data on the perceptions of an Advisory Team. Quantitative data was collected survey that included six Likert-scale questions. Question 3 also included four qualitative survey questions in an open-ended method. The questions described the perceptions of the Advisory Team the effect of a transition program on student achievement and attendance rate. The survey also provided recommendations about professional development needed for a successful program. Setting and Participants The action research study took place at Meadville Area Senior High School, a school in Crawford County in Meadville, Pennsylvania. The school has included grades nine through twelve and has shared access to the Meadville Area Middle School. The schools have a shared media center, nurse’s suite, music rooms, bus loop, and outdoor athletic facilities. In addition, some of the middle school students have experienced classes taught at the high school through accelerated learning opportunities. Although the school has had a connecting hallway between the schools, there has been little interaction between the students of each building. In addition, the staff have not experienced common department meetings during the school day; therefore, discussions about incoming students to the high school have rarely existed. A common planning time for grade level or department level meetings to discuss data and develop personal learning goals for students has not been successfully implemented. NINTH-GRADE TRANSITION PROGRAM 39 The student population in October 2022 enrollment report from the district’s student information system was a total of 778 students at Meadville Area Senior High School with 80.86% White, 8.49% Multi-Racial, and 6.34% Black ethnicity. There was a total of 225 ninth grade students in October 2022, with 18 of those ninth graders having entered the school as a new student in the first semester of the 2022-2023 school year. The school had 52.98% economically disadvantaged students compared to the district average of 56.42%. Additionally, Meadville Area Senior High School’s faculty had three principals and 54 teachers, with six of those teachers who were shared with other schools. The staff included 24% of teachers who were classified as temporary professional employees (nontenured) and 30% of the temporary professional employees were long-term substitutes. Neild (2009) stated that novice teachers lack the necessary skills to teach ninth graders compared to senior teachers. The percentage of nontenured teachers with ninth grade students in one or more classes was 77%. The support personnel included three guidance counselors; in addition, one nurse, one nurse technician, and one school-based prevention specialist were shared with Meadville Area Middle School along with three contracted personnel: a school resource officer, a juvenile probation officer, and a mental health counselor. Before 2018, the academic courses for ninth grade had included four tracks: accelerated, academic, practical, and general. General courses were reserved for replacement special education. In 2018, the course tracking was changed to accelerated, academic, and general core classes in an effort to provide equitable access to rigorous coursework for all students. In addition, the school improvement goals have focused on NINTH-GRADE TRANSITION PROGRAM 40 co-teaching for core classes. Students in ninth grade were scheduled for one credit in English, math, science, and social studies and a half credit in physical education, health, and computer applications. Students chose elective credits to fill the schedule. Promotion to tenth grade was 5.5 credits. The district policy was 26 credits for graduation in addition the state mandated graduation pathways. Students who intended to take Advanced Placement (AP) courses in high school were expected to take accelerated coursework in ninth grade courses to meet course prerequisites. Course scheduling was important for students who planned to attend the Crawford County Career and Technical School; students who did not pass courses had little opportunity to attend due to the demands of credit counts and academic achievement. The school had made efforts to improve achievement and attendance through transition activities; however, a systemic approach had not been adhered to. There has been a lack of long-term goals that supported the vision of the school: Meadville Area Senior High School community of students and staff will be united and strive daily to be models of excellence by being kind, compassionate, respectful, and demonstrate integrity in both academic and nonacademic endeavors. Transition activities have included similar efforts to those mentioned in the literature review, including orientations, scheduling approaches, tutoring, and an attendance team. Parent communication about the transition to high school has included a Parent Orientation Night in the spring and a walkthrough of the building with the student schedule in August. Butts and Cruziero (2005) stated that an understanding of the procedures of high school are important, and an orientation night would provide information. Counselors have presented course recommendations and elective choices to NINTH-GRADE TRANSITION PROGRAM 41 students in the eighth-grade year. Minimal information and engagement from high school teachers or students during this process existed. However, with the addition of Canvas, the district learning management system, in 2018, parents have had the ability to review information about grades, assignments, attendance, and school activities. Students in ninth grade have followed a traditional schedule following an eightperiod day. An attempt to develop a ninth-grade academy to improve transition was implemented over a decade ago. The ninth graders at Meadville Area Senior High School were housed in a wing on the upper level of the school with a common group of teachers, a dedicated assistant principal, and guidance counselor. The program only lasted a couple of years and was dissolved after the reduction of several teaching and administrative positions. After the designation of school improvement in 2017-2018, the principal designated a group of teachers called the Attendance Team to contact students and families who had a surmountable number of absences. This approach was part of an attempt at an early warning and intervention system to identify students who were at risk and provide intervention for students to attend school prior to academic failure. The Attendance Team had a duty period during the day to call or visit students. They also had time to seek out a student during the period to talk to a student. This approach was not continued in the 2022-2023 school year due to reduction of teachers and duties. After the pandemic in 2021-2022, the school implemented a tutorial period. The schedule was developed by including four lunch periods instead of three and provided the students to have an extra half-hour during the block for tutorial. The students were pulled from tutorial to make up work, see a counselor for assistance, or attend tutoring sessions NINTH-GRADE TRANSITION PROGRAM 42 with student leaders or teachers. The lunch sections had provided less planning time for teachers, and the lunch periods returned to three lunches in 2022-2023. A pilot program of selected high school teachers was asked to attend a training in ninth grade transition sponsored by the Boomerang Project in 2017-2018. Link Crew is a high school transition program sponsored by the Boomerang Project. This program was recommended by an area district to improve dropout rates. The program was planned, and some activities were completed during the 2018-2019 school year: a summer orientation for students, training of student leaders, and a follow up activity in the spring. In the years 2019-2020 and 2020-2021, some of the activities continued; however, due to the scheduling conflicts of athletics, only part of the students participated in the summer orientation. The pandemic also created an unsafe space for students to communicate and connect with each other. There was limited interaction between staff and students related to transition to the school. The action research study in 2022-2023 was developed to determine the effects that a ninth-grade transition program had on student achievement and attendance rate; the project included the revitalization of the Link Crew transition program and invested additional strategies revealed in the literature study. The transition program added research-based transition efforts for students, staff, and community. The participants in the action research study included the Link Crew Advisory Team and teachers of ninth grade core classes. In the school year 2022-2023 an Advisory Team consisted of the following: one building principal, four teachers, and an in-house juvenile probation officer. The teachers, building principal, and juvenile probation officer participated in the Link Crew Basic Training before the pandemic. The four teachers, who also served as the NINTH-GRADE TRANSITION PROGRAM 43 Advisory Team in 2022-2023, participated in the Link Crew follow-up training but the building principal and juvenile probation office did not participate. The six-member Advisory Team were invited to complete a voluntary, anonymous survey in March 2023; five of the Advisory Team members completed the consent form, and four completed the survey. Teachers of ninth-grade core classes completed a voluntary, anonymous presurvey and post-survey in October 2022 and March 2023. The researcher invited 16 teachers to participate in the survey; 10 teachers completed the consent form and surveys. The results of the surveys and data provided the researcher the recommendations for professional development. Neild (2009) stated that novice teachers lack skills in classroom management, instructional strategies, and resources to meet the needs of ninth grade students. The data provided suggestions for ongoing professional development for the Meadville Area Senior High School faculty about the success of ninth grade transition to improve achievement and attendance. Intervention and Research Plan The researcher has been employed at the Crawford Central School District as a district administrator for 21 years and prior as a building administrator for three years. The main responsibilities of the Director of K-12 Curriculum have included programs of curriculum, instruction, assessment, home education, cyber, English Language, comprehensive planning, school improvement, personnel, professional education, and guidance counseling. Through data analysis and school improvement efforts, the need to improve student achievement and attendance at the Meadville Area Senior High School has become a priority. The participation from stakeholders has recommended improving NINTH-GRADE TRANSITION PROGRAM 44 transition at various stages in the district. In addition, through review of the data and literature review, the effects of a ninth-grade transition program prompted the researcher to develop an action research study in the 2022-2023 school year. The Link Crew program was one of the programs described in the literature review. The researcher chose the Link Crew program as a transition program to provide “structural support and purposeful connections” for the ninth-grade students and to develop “positive whole school culture and climate change” (The Boomerang Project, 2023). In addition, the program focused on both social and academic concepts of transition. The Advisory Team, called “Link Crew Coordinators” from the Boomerang Project, were carefully selected by the administration since the team is the “key factor in determining the success” of the program (The Boomerang Project, 2023). An Advisory Team had been established prior to the 2022-2023 school year to revise the Link Crew program. The Advisory Team met in the summer to develop a different plan for the ninth-grade student orientation. The Advisory Team met to develop Link Crew Leader training, decide what Link Crew Leaders to pair together, and redesign and schedule the ninth-grade orientation day. The advisors prepared for the training and orientation with different responsibilities. One advisor organized the freshmen class into groups, assigned a team of Link Crew Leaders to each group, and developed a master schedule of classrooms and activities. The other advisors designed the training and studied how to teach the concepts to their assigned Link Crew Leaders. The advisors reviewed the training videos before the orientation to ensure it would run as the Link Crew program was intended. There were 41 Link Crew Leaders selected out of the 88 who applied, and Link Crew Leaders were trained in August 2022. Previously, the ninth NINTH-GRADE TRANSITION PROGRAM 45 graders were invited to attend a summer night for orientation; however, many students were forced to choose between the orientation or athletics, and some students did not have transportation to the school. This had been a detriment to the program, and the restructure included the orientation on the first student day of school on August 31, 2022. Therefore, all ninth graders participated in the orientation activities this school year. The training requirements for the program was a Link Crew Basic Training threeday training. The Advisory Team members had attended the training years ago; one member attended the Link Crew Follow Up Training on September 20, 2023. This training included information about Academic Follow Ups, Social Follow Ups, and Leader Initiated Contacts, including how to run effective meetings (The Boomerang Project, 2023). The researcher had budgeted for two new members to attend Link Crew Basic Training; however, the training had filled up, and no new members from Meadville Area Senior High School were trained this year. In addition, the training for Advanced Course training had been on hold from the company. Trainings had not been offered since the pandemic. The Advisory Team met with the Director of K-12 Curriculum on August 19, September 9, and November 23, 2022, and February 2, March 2, and March 16, 2023. The purpose of the meetings was to discuss developments of the program and plan structured activities. The Advisory Team also discussed the importance of the Open House Night. The Open House on September 21, 2022, was redesigned to include information and activities about curriculum, extracurricular activities, and community programs. Instead of following a student schedule, the set up was redesigned to include teachers, and NINTH-GRADE TRANSITION PROGRAM 46 approximately 30 community agencies and school supports throughout the school. This was an effort to highlight the school to the parents and students. Although the night was not inclusive of only ninth graders, the showcase did provide an extra informational session for those parents. The building principal scheduled three advisory teachers with a duty period devoted to the Link Crew planning and tutoring. The advisors met with students and tutored students in ninth grade each week. The Director of K-12 Curriculum developed a presentation to the Meadville Area Senior High School on March 28, 2022, to review the importance of transition for ninth graders. The presentation included information and data related to academics, attendance, graduation, and discipline of ninth graders. This set the stage for the Move Up Day scheduled for June 5, 2023. In collaboration with the middle school administrators, the Advisory Team planned a Move Up Day for the incoming seventh through ninth grade. Each grade level met with teachers, guidance counselors, and student leaders to learn about curriculum, extracurriculars, responsibilities. In addition, opportunities for academic success and social emotional health were presented. The researcher developed a credit recovery system for students to catch up on credits during the year. The curriculum was provided by either a cyber vendor using a prescriptive pathway or district teachers who developed courses in Canvas. The system was asynchronous, and students were able to make up classes during the school year to ensure passing the grade level. The district assessment schedule included the NWEA MAP Growth Assessments from September 12-30, 2022, and March 20-31, 2023. Students in ninth grade English NINTH-GRADE TRANSITION PROGRAM 47 courses participated in the NWEA MAP Growth Reading, and students in algebra content courses participated in the NWEA Algebra I. Data from the NWEA MAP Growth Reports were collected in April 2023. The researcher collected data from the Sapphire Student Information System in November, January, April, and June regarding the attendance rate of ninth graders during 2022-2023. The absences were compared to each quarter and building totals. The number of students who failed one or more core classes was collected from the Sapphire Student Information System in January 2023 and June 2023. The researcher also collected data in June about the number of retentions and promotions of ninth grade students. The researcher met with the teachers of ninth-grade core classes in the fall 2022 to inform them of the research study and the pre-survey and post-survey. Teachers were given a consent form and asked to return it to the assistant principal who provided them a unique code for the survey. After receiving the consent forms in the mail, the researcher sent a Google Form survey through email. The data were collected in a spreadsheet and analyzed to make conclusions. The researcher met with the Advisory Team, and each was sent a consent form in the mail. The members who completed the consent form were sent a link to a Google Form survey in March 2023. The data were collected in a spreadsheet and analyzed to make conclusions. The researcher used excel and coded the data to triangulate for conclusions. Methods of Data Collection The researcher used a mixed-method, convergent parallel approach to answer the research questions. A mixed method approach was defined by Creswell and Clark (2011) NINTH-GRADE TRANSITION PROGRAM 48 as a study that has at least “one quantitative strand and one qualitative strand” (as cited in Mertler, 2022, p.139). The researcher used the mixed-method approach to describe the results in greater detail. The qualitative data provided more informed data and selected a small number of participants. The quantitative data provided generalized results from a broader data selection. In addition, the mixed-method approach provided the researcher to the ability to examine information through a triangulation of data. The researcher followed steps for the data collection process outlined by Mertler (2022) for conducting a mixed-method approach. The first step included the selection of the research problem. In this study, the problem was the lack of an effective transition program to improve achievement and attendance. The second step involved the researcher determining the appropriateness of the method. The mixed method was determined to be reasonable to administer in the timelines established as well as provide recommendations for the intended audience of educators. The third step included identifying the rationale for the mixed-method study. The researcher developed the implications of why the data would be useful to the research. The quantitative data compared achievement and attendance data to support the literature review of the efficacy of transition strategies. The qualitative data compared the perceptions of teachers and the Advisory Team to compare the beliefs about the transition program efficacy and to inform the recommendations for professional development. The next steps involved making a data collection plan. The plan included the research questions, the data collected, and the timeline. Question 1 asked: How does a ninth-grade transition program affect student academic achievement and student attendance rate? The researcher collected quantitative NINTH-GRADE TRANSITION PROGRAM 49 data to answer the research question 1 (Table 1). The researcher collected attendance data from the Sapphire Student Information System that included the average daily attendance rates in November 2022, and January, April, and June 2023; the data were compared by grade level and building each quarter. Student academic achievement data were collected from ninth grade student failures: the number of students failing one of more core classes was reported from the Sapphire Student Information System and compared each semester in January and June 2023. The researcher collected the number of students promoted and retained from ninth grade in June 2023 from the Sapphire Student Information System using an aggregated report. Achievement data was also collected from the NWEA MAP Growth Assessments. NWEA MAP Growth measures both achievement and growth. NWEA MAP Assessments were administered in ninth grade in September 2022 and March 2023. The data in the NWEA MAP Student Growth Summary Report provided information about the number of students with growth projections, the number of students who met their growth projection, and the percentage of students who met their growth projection. The report aggregates the data by grade level. The Student Median Conditional Growth Percentile was also reported and compared for each data collection; this is the middle of the growth percentiles compared to other students who took the NWEA MAP Growth assessment. The researcher had access to the NWEA MAP Growth Student Growth Summary Report. The data was secured through a password-protected login to the site. The report provided aggregate data by school: NWEA MAP Growth Student Growth Summary Report did not include any student identifiable information. NINTH-GRADE TRANSITION PROGRAM 50 Table 1 Data Collection Plan: Research Question 1 Research Questions H How does a ninthgrade transition program affect student academic achievement and student attendance rate? Types of Data and Data Sources Timeline Quantitative Data Academic Achievement Data: NWEA MAP Growth Reading to students in ninth-grade English classes. September 2022 March 2023 NWEA MAP Growth Algebra I to students in ninth-grade Algebra classes. September 2022 March 2023 NWEA MAP Growth Student Growth Summary Report Fall 2022 to Spring 2023. April 2023 Number of ninth grade students failing one or more core classes each semester from Sapphire Student Information System. January 2023 June 2023 Number of students retained in ninth grade June 2023 from Sapphire Student Information System. Number of students promoted in ninth grade from Sapphire Student Information System Attendance Data from Sapphire Student Information System June 2023 November 2022 January 2023 April 2023 June 2023 Question 2 asked: What are the perceptions identified by ninth grade teachers about the ninth-grade transition program as an effective program to increase student academic achievement and attendance? The researcher used a survey, or questionnaire, to collect quantitative and qualitative data (Table 2). Qualitative data included perceptual data. Bernhardt (2013) affirmed that perceptual data is a beneficial method since it “can NINTH-GRADE TRANSITION PROGRAM 51 be completed anonymously and re-administered to assess the changes in perceptions over time” (p. 44). A Teachers of Ninth Grade Pre and Post Survey was developed, reviewed, and administered to ten participants in September 2022 and March 2023 (Appendix A). The 16 teachers of ninth grade core classes (English, math, science, and social studies) received a consent form (Appendix B), and those who agreed to participate, received an email with a link to the survey. The consent form was completed prior to the survey, and it included the purpose, task, location of the survey, length of the survey, voluntary participation, ability to withdraw, minimal risks, benefits of the study, confidentiality, and contacts. The survey was completed in Google Forms. The survey was anonymous, and participants received a random code (number) to use in the pre and post survey. Another administrator provided the number to remove any identification of the participants. The researcher used open-ended responses to develop a deeper picture of the perceptions: Bernhardt (2013) stated that “open-ended responses are very helpful in painting the picture of the school” (p. 242). The pre and post survey also provided quantitative data. The survey consisted of seven Likert-scale questions and three openended questions. The Likert-scale questions included a four-scale answer: strongly agree, agree, disagree, and strongly disagree. The researcher did not include a neutral answer. Mertler (2022) stated that if they had the option, “people sometimes avoid how they truly feel” (p. 235). The use of a neutral answer prompted respondents to choose one way or the other. Likert-scale questions provided the results of the data to be displayed in a visual. NINTH-GRADE TRANSITION PROGRAM 52 Table 2 Data Collection Plan: Research Question 2 Research Question What are the perceptions identified by ninth grade teachers about the ninth-grade transition program as an effective program to increase student academic achievement and attendance? Types of Data and Data Sources Timeline Quantitative and Qualitative Data Perceptions of Teachers of Ninth Grade Core Classes: Teachers of Ninth Grade Pre and Post Survey September 2022 March 2023 Question 3 asked: What are the perceptions of an advisory team about the ninthgrade transition program as an effective program to increase student academic achievement and attendance rate? Table 3 describes the data collection for research question 3. A perceptual survey was developed, reviewed, and administered to five participants of the Advisory Team (Appendix C). A consent form was completed prior to the survey, and it included the purpose, task, location of the survey, length of the survey, voluntary participation, ability to withdraw, minimal risks, benefits of the study, confidentiality, and contacts. The survey was also anonymous and was completed in Google Forms in March 2023. The six Advisory Team members were invited to participate in the survey, and five people returned the consent form (Appendix D). The participants received an email with a link to the survey. Since there was no identifiable information collected, there were no codes provided to the participants of the study; in addition, the data was not compared to another survey. The qualitative data included four open-ended responses. The quantitative data in survey consisted of six Likert-scale NINTH-GRADE TRANSITION PROGRAM 53 questions. The Likert-scale questions in the survey also included the same four-scale answer as stated previously. Table 3 Data Collection Plan: Research Question 3 Research Question Types of Data and Data Sources What are the Quantitative and Qualitative Data perceptions of an advisory team about Perceptions of Advisory Team: the ninth-grade Advisory Team Survey transition program as an effective program to increase student academic achievement and attendance rate? Timeline March 2023 The financial implications of the research study were minimal. The proposed budget included software, professional development, and supplies (Table 4). NWEA MAP Growth Software cost was based on the number of students in ninth grade and the cost of the licenses ($12.00 per student). The software was budgeted in the district general fund. Professional Development for Link Crew Advisor Training was budgeted for two teachers, and travel costs included mileage and meals. The meal cost by district regulation was $50.00 per day. This cost totaled $100.00 per person to cover meals not included in the registration. The mileage was estimated to 500 miles round trip by the IRS reimbursement rate of $.0625 per mile. The registration cost budgeted to two teachers included registration fee, hotel accommodations, meals, snacks, and materials. The registration fee was budgeted at $3,245.00 per person. Professional Development for Link Crew Advanced Advisor Training was budgeted for two teachers. The travel costs included mileage and meals. The meal cost by district regulation was $50.00 per day and NINTH-GRADE TRANSITION PROGRAM 54 was $100.00 per person to cover meals not included in the registration. The mileage was estimated to 500 miles round trip by the IRS reimbursement rate of $.0625 per mile. The training costs were budgeted in the general fund from Title II A. Transition program supplies were budgeted at $2,000. The supplies were budgeted from the general fund. The indirect costs associated with the study included the use of facilities for after school activities, such as orientation for students. Student or staff food items were provided by staff members or community organizations at no cost to the district. Technology-related software has been budgeted in the daily operations of the district. Advisory team members were not compensated under the contract. The program did not operate under a student activities account. Three of the advisory teachers were provided a duty period during the day to work on the program, tutor students, and meet with faculty. Teachers, under the contract, have had a duty period included in the teacher schedule. Tee shirts were provided to students and staff from a sponsoring business. NINTH-GRADE TRANSITION PROGRAM 55 Table 4 Budget Overview for Ninth Grade Transition Account Description 10-1110-650-000-30-839-000-201-0000 NWEA MAP Growth Software 10-2271-580-421-30-839-000-000-2022 Professional Development: Link Crew Advisor Training Travel Professional Development: Link Crew Advisor Training Registration Fee Professional Development: Link Crew Advisor Advanced Training Travel Professional Development: Link Crew Advisor Advanced Training Registration Fee Link Crew Supplies for after school programs 10-2271-360-421-30-839-000-000-2022 10-2271-580-421-30-839-000-000-2022 10-2271-360-421-30-839-000-000-2022 10-1450-610-000-30-839-000-201-0000 Total Budget $2,400 $231 $6,490 $231 $4,150 $2,000 $15,502 Validity The researcher developed strategies for ensuring validity. Hendricks (2013) described validity as “trustworthiness of the study” (p. 64). Lincoln and Guba (1985) defined validity with the following: credibility, transferability, dependability, and confirmability (as cited in Hendricks, 2013). Credibility was defined as an “accurate representation” in facts, interpretations, and conclusions (Hendricks, 2013, p. 64). This was accomplished by the triangulation of data with multiple data sets: the mixed method of research included various data. Data discussed by Hendricks (2013) included artifacts and inquiry data. Observational data were not included in this study. NINTH-GRADE TRANSITION PROGRAM 56 Quantitative data were collected through artifacts from reports and data including attendance, promotions, retentions, failures, and achievement data. Qualitative data were collected with inquiry data in surveys. Data records included accurate information that was extracted from the Sapphire Student Information System and NWEA MAP reports. Survey data was developed into a spreadsheet. Data from attendance, failures, and survey were collected at various times. Transferability is the applicability in other studies. A detailed description of the Meadville Area Senior High School demographics, participants, and strategies was included in the methods section. Dependability included triangulation and descriptions of the study. The data were recorded and saved on secure server with a password protected system. The Advisory Team members received feedback about the program data to assist in providing professional development. Confirmability of the data was made with the accurate recoding and analysis of the data. The researcher reduced bias by using data that did not include identifiable information. The survey did not include names, emails, or questions relating to the participant. The quantitative data for attendance and achievement was collected and reported in aggregate without identifying information. The researcher used triangulation of the data to address the research questions. Data was analyzed first with quantitative data followed by the analysis of the qualitative data. The use of both data sets provided a complete picture of the research questions; the quantitative data answered how the transition program affected achievement and attendance, and the qualitive data described why the transition program may have affected the achievement and attendance. The method reduced the bias in the conclusion of results. NINTH-GRADE TRANSITION PROGRAM 57 The researcher received permission from the Superintendent of Crawford Central School District on September 2, 2022. The Institutional Review Board [IRB] approval was submitted to the IRB at Pennsylvania Western University: California on July 28, 2022. The Institutional Review Board returned the application on September 2, 2022 stating that clarification about the identification process of potential subjects and the collection of the assessment data needed to be submitted. The IRB approval was resubmitted on September 2, 2022. Approval was received on September 12, 2022 (Appendix E). Limitations to the research study included an insufficient sample size, the survey method, and time constraints. The sample size of the Advisory Team was limited to a potential of six participants, and the sample size of the teachers was limited to a potential of 16 participants. The limited participant structure led to less survey information to analyze. The time structure of one year did not permit a multi-year study. Regardless, the action research study provided an understanding of the effects of a ninth-grade transition project. Summary The action research study was a mixed-method approach to describe the effect of a ninth-grade transition program on student achievement and attendance rate. The researcher followed protocol to study a problem, research literature, develop and implement a project timeline, choose participants, and analyze data. The researcher studied the effect of a transition program Link Crew and further added transitional strategies described in the literature review and included strategies to address academic and social components. NINTH-GRADE TRANSITION PROGRAM 58 The results of the action research provided an understanding of a systemic approach for a ninth-grade transition program and professional development needs required for a successful program. The results shared with the faculty helped to guide the future strategies of a program. NINTH-GRADE TRANSITION PROGRAM 59 CHAPTER IV. Data Analysis and Results Data Analysis and Results The researcher used a mixed-method study to determine the effectiveness of a ninth-grade transition program at Meadville Area Senior High School. A quantitative analysis of attendance rate and academic achievement was exported from the Sapphire Student Information System; this included the average daily attendance rate and the number of ninth grade failures. In addition, promotions and retentions of ninth graders were counted at the end of the school year. The researcher analyzed the NWEA MAP Growth reports to describe the growth of achievement in reading and math. Quantitative analysis was also used using a pre-survey and post-survey of teachers of ninth grade core classes and a survey of the Advisory Team. The researcher analyzed qualitative data from the surveys from open-ended responses. The study provided recommendations for professional development, including research-based strategies for transition programs. The researcher developed strategies for the transition program to continue at Meadville Area Senior High School because of the study. Data Analysis Teachers administered the NWEA MAP Growth Assessments to students in Algebra I, Academic English 9, Accelerated English 9, and General English 9 classes three times in the school year. The fall and spring assessments were the comparison periods for the analysis. The fall administration was September 12-30, 2022, and the spring administration was March 20-31, 2023. The NWEA MAP Growth fall window was after two weeks of instruction, and the spring window was after 28 weeks of NINTH-GRADE TRANSITION PROGRAM 60 instruction. The Northwest Evaluation Association (NWEA, 2023a) set the 2020 norms data at four weeks of instruction for fall and 28 weeks for spring. The school’s testing windows of instruction were comparable to other students nationally in the same grade who took the test at the same time. The researcher reviewed the NWEA Student Growth Summary Report in April 2023 after the district assessment window was completed. Data was reported in tables. The attendance rate data was collected from the Sapphire Student Information System after each quarter. The grade level data was compared with the school level data for each quarter. Data were reported in a table. The promotion and retention data were collected from the Sapphire Student Information System in June 2023. The data was extracted as the number of ninth-grade students who were retained and promoted. The information was reported in a table. The number and percentage of students who failed one or more core classes were collected from the Sapphire Student Information System in January 2022 and June 2023. Core classes included English, math, science, and social studies. The data were compared and reported in a table. The researcher administered the Teachers of Ninth Grade Survey in the fall of 2022 and the spring of 2023. There were 16 teachers of ninth grade core classes invited to participate in the survey. Ten participants completed both surveys after they received a link to a Google Form. Another administrator provided a unique code for both surveys to minimize identification. The survey data was extracted into Microsoft Excel. Data analysis using the COUNTIF formula in Excel was used to determine the number of survey results for each of the seven Likert-scale questions. The Likert-scale questions NINTH-GRADE TRANSITION PROGRAM 61 used a rating of four answers: Strongly Agree, Agree, Disagree, and Strongly Disagree. The researcher developed the survey requiring each question to be answered. The three open-ended responses were recorded and organized into themes. The themes were reviewed and compared with the Likert-scale responses. The researcher administered the Advisory Team Survey in the spring of 2023. The team consisted of six members, and four participated in the survey. The survey consisted of six Likert-scale questions and four open-ended responses. The Likert-scale questions included four responses: Strongly Agree, Agree, Disagree, and Strongly Disagree. The questions included a required response. The participants received a link to a Google Form. The survey data was extracted in Excel, and the answers were tallied and made into tables. The four open-ended responses were recorded, organized into themes, and compared with the Likert-scale responses. Data analysis and results were described by each research question and the type of analysis. Results Research Question 1 Results Research question 1 asked, “How does a ninth-grade transition program affect student academic achievement and student attendance rate?” The NWEA MAP Growth Summary Report measured academic achievement. The report showed the aggregate growth in reading and Algebra I by grade level and was compared to norms of other schools (NWEA, 2023a). The data in the Algebra I report included the RIT score Observed Growth and the Growth Evaluated Against Student Norms. The RIT score (Rasch Unit) is a scaled score that is used to “measure and NINTH-GRADE TRANSITION PROGRAM 62 compare academic achievement and growth” (NWEA, 2023b). The data included the mean RIT score, which is the average of the student scores. The report also described the observed growth, the average difference in RIT scores from fall 2022 to spring 2023. Standard deviation described the academic range of a group of students from the mean score (NWEA, 2023a). Table 5 describes the Algebra I RIT scores. The ninth-grade Algebra I mean RIT score increased and showed an observed growth of 3.0. The student achievement RIT score in Algebra I slightly increased by 2.6 RIT scores. The low observed growth standard deviation of 0.7 indicated that the observed growth score was academically similar with other students who assessed simultaneously. NWEA MAP Growth Algebra I assessments did not yet report achievement percentiles and grade-level norms for the content assessments. Table 5 NWEA Student Growth Summary Report: Algebra I Fall 2022 Mean RIT Standard Score Deviation 226.9 13.6 Spring 2023 Mean RIT Standard Score Deviation 229.5 13.9 Growth Observed Observed Growth Growth Standard Deviation 3.0 0.7 NWEA MAP Growth provided projected growth data for students. The students received an individual growth score; the Student Growth Summary Report showed the number and percentage of students who met their growth projections (NWEA, 2023b). The results are indicated in Table 6. The Algebra I summary showed 30% of ninth-grade students met their projected RIT score from fall to spring. Although the students showed increased RIT achievement scores, the percentage of students who met growth NINTH-GRADE TRANSITION PROGRAM 63 projections was low. The student median conditional growth percentile described how “students compare to matching peers from NWEA norms.” It is the middle value of the tested group (NWEA, 2023b). The student median conditional growth percentile for Algebra I was 32. The measure compared students’ gains from the fall to spring term as shown in Table 6. The NWEA Growth Algebra I did not significantly increase math achievement. Table 6 NWEA Student Growth Summary Report: Growth Evaluated Against Student Norms Algebra I Number of Students With Growth Projections 115 Student Norms Number of Percentage of Students Who Met Students Who Met Their Growth Their Growth Projections Projections 35 30 Student Median Conditional Growth Percentile 32 The NWEA ninth-grade reading achievement increased the mean RIT score from fall to spring of 0.5 RIT scores (Table 7). NWEA (2023a) set the norms for NWEA MAP Growth in reading in 2020. Lower percentiles could provide higher growth compared to a higher percentile. The observed growth was 1.0. The low observed growth standard deviation of 0.9 indicated that the observed student growth was academically similar with other students who assessed at the same time. NINTH-GRADE TRANSITION PROGRAM 64 Table 7 NWEA Student Growth Summary Report: Reading Fall 2022 Mean RIT Achievement Score Percentile 219.9 55 Spring 2023 Mean RIT Achievement Score Percentile 220.4 47 Growth Observed Observed Growth Growth Standard Deviation 1.0 0.9 Table 8 describes growth projections in reading from fall 2022 to spring 2023. The Student Growth Summary Report for reading showed 37% of students met their projected RIT score. The student median conditional growth percentile was 37. Table 8 NWEA Student Growth Summary Report: Growth Evaluated Against Student Norms Reading Number of Students With Growth Projections 146 Student Norms Number of Percentage of Students Who Met Students Who Met Their Growth Their Growth Projections Projections 54 37 Student Median Conditional Growth Percentile 37 NWEA MAP Growth in reading was norm-referenced by grade level. Table 9 details the growth result. This section was a powerful data source indicating growth against established national norms. NWEA (2023a) described school conditional growth index as comparing “growth between grades or groups by putting them all on an equal scale.” The scale is a measure of school growth compared to the growth norms. In the school conditional growth index, zero indicates the same growth compared to the norms. The ninth-grade reading school conditional growth index was -1.05 standard deviation below the growth norm. The report also described the school conditional growth index NINTH-GRADE TRANSITION PROGRAM 65 into a percentile. The ninth-grade school conditional growth percentile showed the average growth was at the 15th percentile compared to other schools. A percentile rank of 50 is average; the ranking of ninth grade in reading was below average. The NWEA Growth Assessment did not show a significant increase in reading achievement. Table 9 NWEA Student Growth Summary Report: Growth Evaluated Against Grade-Level Norms Reading Projected School Growth 2.4 Grade-Level Norms School Conditional School Conditional Growth Index Growth Percentile -1.05 15 The number and percentage of ninth-grade failures from semester one and semester two indicated that a substantial number of ninth-grade students were not meeting academic success. Table 10 shows the failure rates of each semester. A total of 245 students were enrolled at the end of the first semester, and 24% failed one or more core classes: English, math, science, or social studies. A total of 222 students were enrolled at the end of the second semester and 21% failed at least one core class. Table 10 Ninth-Grade Students Failing One or More Core Classes by Semester Total Students 245 Semester 1 Number of Percentage of Students Students 58 24% Total Students 222 Semester 2 Number of Percentage of Students Students 47 21% Table 11 includes the number of ninth-grade students promoted or retained in 2023. The researcher extracted the data from the Sapphire Student Information System in NINTH-GRADE TRANSITION PROGRAM 66 June 2023 after teachers completed final grades. Ninth-grade students exceeded any other grade in retentions. Nine percent of ninth-grade students were retained. Fifty-one percent of the total retentions at Meadville Area Middle School were ninth-grade students. Table 11 Number and Percentage of Ninth-Grade Students Promoted and Retained Group Grade 9 School Number of Students 222 749 Number of Promotions 202 710 Percentage of Promotions 91% 95% Number of Retentions 20 39 Percentage of Retentions 9% 5% The researcher extracted the attendance rate data from the Sapphire Student Information System by the academic calendar in November, January, April, and June according to each quarter. Table 12 includes the percentages of each grade and total average. The ninth-grade student attendance rate was lower than the building average in the first, second, and third quarters. The ninth-grade student attendance rate improved in the fourth quarter to 91.21%, and the rate exceeded the building average of 90.98%. Table 12 Average Daily Attendance Percentages Grade Grade 9 Grade 10 Grade 11 Grade 12 Total Quarter 1 88.73% 89.76% 89.85% 88.59% 89.23% Quarter 2 86.70% 88.73% 86.81% 87.10% 87.24% Quarter 3 88.64% 90.87% 89.07% 89.72% 89.54% Quarter 4 91.21% 91.54% 90.66% 90.33% 90.98% Research Question 2 Results Research question 2 asked, “What are the perceptions identified by ninth grade teachers about the ninth-grade transition program as an effective program to increase student academic achievement and attendance?” NINTH-GRADE TRANSITION PROGRAM 67 The Teachers of Ninth Grade Survey included ten participants in the pre-survey and post-survey. Likert-scale questions included seven questions to provide quantitative data about the perceptions of the teachers of ninth grade core classes in English, math, science, and social studies. The figures show the comparison percentages for each question in the pre-survey and post-survey. The first question asked if the teachers believed a transition program increased attendance (Figure 1). Eighty percent responded Strongly Agree or Agree in the pre-test, and only 50% responded positively in the post-test. Figure 1 Question 1: I believe that a ninth-grade transition program increases ninth grade student attendance rate. The second question asked if the teachers believed the transition program increased academic achievement in core classes (Figure 2). Although there was a 10% decrease from 70% in the response of Agree from the pre-survey to the post-survey, 60% of the teachers responded favorably in the post-test about the increase in academic achievement. Teachers did not respond to a Strongly Agree or Strongly Disagree response on either survey. NINTH-GRADE TRANSITION PROGRAM 68 Figure 2 Question 2: I believe that a ninth-grade transition program increases academic achievement for ninth graders in core classes (English, math, science, and social studies). The third, fourth, and fifth questions asked about the teachers’ understanding of the vision, benefits, and expectations of the Link Crew transition program. The third question asked about the vision of the program (Figure 3) . Ten percent disagreed with the statement that they understood the vision in the pre-survey, and 100% percent of the responses were either Strongly Agree or Agree on the post-survey. The teachers responded that they all had an understanding of the Link Crew vision by the end of the year. NINTH-GRADE TRANSITION PROGRAM 69 Figure 3 Question 3: I understand the vision of the Link Crew program. The fourth question asked about the understanding of the benefits of the Link Crew program (Figure 4). The responses included 100% of teachers positively agreeing they understood the benefits in the pre-survey and post-survey. Ten percent increased the rating from Agree to Strongly Agree in the post-survey. Figure 4 Question 4: I understand the benefits of the Link Crew program. The fifth question had a 30% increase from Disagree to Agree. Figure 5 details the increase in favorable answers. Ten percent decreased from Strongly Agree. Ninety NINTH-GRADE TRANSITION PROGRAM 70 percent of ninth-grade teachers declared they understood the expectations of the student leaders in the post-survey. Figure 5 Question 5: I understand the expectations of student leaders of the Link Crew program. The sixth and seventh questions asked about the support from the teachers and administrators. Figure 6 describes the support of the teachers for the Link Crew program. Teachers responded favorably at 100% in the post-survey that Meadville Area Senior High School teachers supported the program. This is an increase of 10% from the presurvey. NINTH-GRADE TRANSITION PROGRAM 71 Figure 6 Question 6: I believe that Meadville Area Senior High School teachers support the Link Crew program. Figure 7 shows the responses to the perception of the administrator’s support for the program. The responses showed 100% favorable responses to the support on the presurvey and the post-survey. However, the percentage of Strongly Agree decreased by 30% to Agree. Figure 7 Question 7: I believe that administrators support the Link Crew program. The Teachers of Ninth Grade Survey included three open-ended questions. The researcher formatted the questions with a paragraph response. There were no limitations NINTH-GRADE TRANSITION PROGRAM 72 set for the character counts in the open-ended responses. The pre-survey and the postsurvey included the open-ended questions. The open-ended questions asked the perceptions of the teachers about the effectiveness of the ninth-grade transition program. The first survey question asked, “What makes students better prepared for high school after participating in the Link Crew program?” The teachers’ pre-survey answers had common themes about the understanding of school information and developing connections with older students. Teacher pre-survey responses included the statements: • Students learn important and helpful information in navigating the high school, relating to the physical layout and navigating difficult classes. Upperclassmen share advice on studying, staying true to themselves, and getting involved. • They have an older peer to help them or answer questions when they arise. • It makes them more comfortable about coming to a new school, seeing several older kids, and having positive interactions with them. In the post-survey, 10% percent were unaware of the responsibilities except for orientation. Ninety percent commented on the benefit of having an older peer for advice and support, alleviating fears of high school, and forming relationships. Ten percent commented on the benefits for the student leaders, such as the development of responsibility. The second open-ended question asked, “What is your perception of students who serve as Link Crew leaders in the program?” The responses included the need for equitable representation of the students. Twenty percent responded that the students NINTH-GRADE TRANSITION PROGRAM 73 included a variety of the students at Meadville Area Senior High School. The comments included: • They do not necessarily represent the best students we have here. • I like that they are not a homogenous group. They have various personalities, hobbies, interests, and academic levels. Thirty percent of the teachers in the pre-survey felt the leaders were similar in exemplifying high-achievers and extracurricular participants. However, one response also stated the need to involve students from various activities. Comments included: • The students that participate tend to be highly motivated and high performing in the classroom. They are students that are also outgoing and participate in extracurricular activities. • I wish that there were a great variety of students. Not all the popular/athletes, but to include the band, art, etc. We need to link students that have similar interests. • They are high-achieving, well-rounded students. These students participate in sports, honors classes and have high attendance. The other 50% felt the Link Crew leaders had exemplified a mature, caring, and responsible student. In the post-survey, 30% commented that the Link Crew leaders represented various students. Twenty percent responded they did not know who the Link Crew leaders were at the school. Forty percent commented on the positive attributes of the leaders, including responsibility and involvement in leadership. Ten percent commented NINTH-GRADE TRANSITION PROGRAM 74 on the importance of training for the Link Crew leaders, specifically on developing and maintaining positive relationships. The third open-ended question asked, “In your opinion, what effect has the Link Crew program had on ninth graders?” The pre-survey answers had a theme of developing connections for the ninth graders at the school. The responses discussed the effect of the orientation day and setting a positive image of high school. Comments included: • Link Crew provides a good method for 9th graders to connect with the school and other students. • Link Crew has a positive effect on 9th graders. I really liked the orientation day they did on the first day this year. The students were less stressed, and they got to start their new school with a positive first impression. Pre-survey comments also included the belief that the program started the year with activity, but the program lost its effect throughout the school year. The post-survey comments were not as positive. Respondents confirmed the presurvey perceptions about the loss of efficacy. Fifty percent stated that after the initial orientation activity the program was not as effective. Comments from the teachers included: • I believe that some Link Crew leaders checked in on some ninth graders throughout the year. Others did not. • It makes the transition from middle to high school easier. But after the first week/month, the program is not as effective. NINTH-GRADE TRANSITION PROGRAM • 75 Students were excited to join groups and make new friends. Towards the middle and end of the year, since there has not been much involvement, rapport has gone down and so has attendance. Research Question 3 Results Research question 3 asked, “What are the perceptions of an advisory team about the ninth-grade transition program as an effective program to increase student academic achievement and attendance rate?” The Advisory Team survey included six Likert-scale questions ranging on a scale with four responses. The Likert-scale questions provided quantitative data about the perceptions of the Advisory Team. Four participants completed the survey. The first two questions asked if a transition program increased attendance (Figure 8) and achievement (Figure 9). Both questions received a 50% Agree and 50% Disagree. Figure 8 Question 1: I believe that a ninth-grade transition program increases ninth-grade attendance. NINTH-GRADE TRANSITION PROGRAM 76 Figure 9 Question 2: I believe that a ninth-grade transition program increases academic achievement for ninth graders in core classes. The third question asked about the training for the Advisory Team (Figure 10). Seventy-five percent responded Strongly Agree and 25% Agree to the satisfaction for the Link Crew training for the Advisory Team. The advisors had participated in Link Crew training at a conference sponsored by the Boomerang organization at various times. Figure 10 Question 3: I am satisfied with the training that was provided to the advisory team for Link Crew transition program. NINTH-GRADE TRANSITION PROGRAM 77 The fourth, fifth, and sixth questions related to the perceptions of the support from administration, advisory members, and teachers for the transition program. Question four had 100% respond that they agreed that there was support from the administration (Figure 11). Question five asked about the support from the other Advisory Team members for the program (Figure 12). This question had varied answers. Fifty percent responded Strongly Agree; however, there were 25% with a response of Agree and 25% Disagree. Question six also had varied perceptions (Figure 13). The Advisory Team participants only had 50% who agreed that the Meadville Area Senior High School teachers supported the program. Twenty-five percent responded Strongly Agree and 25% Agree; however, 50% had an answer of Disagree. Figure 11 Question 4: I am satisfied with the support from the administration for the LINK Crew program. NINTH-GRADE TRANSITION PROGRAM 78 Figure 12 Question 5: I am satisfied with the support from the other advisory team members for the Link Crew program. Figure 13 Question 6: I am satisfied with the support from Meadville Area High School teachers for the Link Crew program. The Advisory Team responses did not have a positive perception that the Link Crew program increased achievement and attendance. The Advisory Team members responded that the administration had favorable support for the Link Crew compared to NINTH-GRADE TRANSITION PROGRAM 79 the support from Advisory Team members and the Meadville Area Senior High School teachers. Discussion The action research study researched the effects of a ninth-grade transition program on academic achievement and attendance at Meadville Area Senior School. The researcher examined quantitative and qualitative data. The researcher used the data to present recommendations for improving the ninth-grade transition program at Meadville Area Senior High School. The data reported that the Link Crew ninth-grade transition program had a minimal effect on academic achievement and attendance. The academic achievement data had a minimal increase in the NWEA Growth Algebra I and Reading Assessments. The Algebra I and Reading assessments reported slight growth in RIT scores, observed growth, and student projected RIT score, and student median conditional growth percentile. The Algebra I assessment had a higher RIT score and observed growth increase. The Reading assessment had a higher student projected RIT score and student median conditional growth percentile. The Teachers of Ninth Grade Survey affirmed the data by a decrease of 10% in perceptions that the program increased academic achievement. The Advisory Team Survey also reported 50% agreed the program increased academic achievement. There were no comments in the open-ended responses regarding the effect of the program on academic achievement. The attendance data for Grade had a minimal increase of 0.9% from November 2022 to April 2023. The school total was an increase of .31%. The Teachers of Ninth Grade pre-survey and post-survey was completed in September 2022 and March 2023. The survey showed a decrease of 30% of responses favorable to perceptions that the NINTH-GRADE TRANSITION PROGRAM 80 program increased attendance. The Advisory Survey was administered in March 2023 and 50% indicated the program increased attendance. The quantitative data indicated no significant effect on the attendance rate. The Teachers of Ninth Grade Survey had one comment in the pre-survey and one in the post-survey that the attendance rate decreased throughout the year. The qualitative data in open-ended responses provided information for further research and recommendations to improve the program effectiveness. The Teachers of Ninth Grade Survey reported that the Link Crew program had a positive orientation activity, but the program failed to have consistent follow-up activities. Link Crew leader selection from a variety of the upperclassmen was recommended. Teachers discussed increased training for the leaders that would improve the leaders’ investment in the program. The Advisory Team Survey had comments related to the need of time for the advisors and Link Crew leaders to meet and plan. The participants commented on the lack of support from high school teachers and other team members. Although the team members felt the program had potential, the program required an increase in ownership. Summary The results of this action research study provided quantitative and qualitative data to support strategies to improve the ninth-grade transition program. The assessment data, attendance data, and open-ended responses from the surveys were reviewed and discussed with the Advisory Team members. The survey responses included discussion topics for further review. The time to actively plan and implement the program for the team, leaders, and ninth graders was a priority. The responses discussed the need for teacher training about the program and leadership training for student leaders. The NINTH-GRADE TRANSITION PROGRAM teachers and advisors also stated the program required more activities and strategies to improve ownership to increase academic achievement and attendance rate. Chapter V will discuss limitations of the action research, recommendations for professional development, and revisions to the ninth-grade transition program. 81 NINTH-GRADE TRANSITION PROGRAM 82 Chapter V. Conclusions and Recommendations Conclusions and Recommendations The Meadville Area Senior High School historically has had a low attendance rate, lower academic achievement scores, low graduation rates, and high ninth-grade retention rates. The ninth-grade year was a focus of the action research study since ninthgrade systems of support have proven to be a catalyst for high school success. The Link Crew transition program was initiated in 2017-2018 under the support of the Director of Curriculum, principals, and lead teachers. The Link Crew program was not fully implemented in any following year. Program barriers included competition with athletics during the days of training and orientations, student availability, time to work on the program, and the movement of staff in buildings. In addition, the restrictions during the return to school from COVID did not permit teachers and students to meet as a group. The researcher initiated a revitalization of the transition program in the 2022-2023 school year with the advisors. The researcher met with the Advisory Team to discuss and plan student orientations and activities that would benefit the school in the summer of 2022. Throughout the year, the Advisory Team and administration met to plan activities and discuss scheduling. The orientation day included students rotating through sessions, and no classes were held on the first day of school. This provided the availability for all ninth graders and Link Crew leaders to participate without scheduling issues of other activities. The rollout of an Open House that included the Link Crew students, school personnel, and community agencies took place in the fall of 2022. Although the tutorial period was not included in the schedule for the 2022-2023 academic year, Link Crew teachers were provided a duty period to meet with students and plan programs. The Advisory Team and administration dedicated a day for a Move Up Day transition in NINTH-GRADE TRANSITION PROGRAM 83 spring 2023 for eighth graders to experience the high school and learn about expectations, supports, and form relationships with teachers, support personnel, and student leaders. This was an original activity put in place. The researcher met with the Advisory Team and administrators in June to discuss strategies for the following year. This included training new Advisory Team members, including a consistent tutoring system, and reestablishing the Attendance Team, and student leadership training. The review of literature provided the necessary information to develop a purpose for a transition program and research-based strategies to implement a program at the Meadville Area Senior High School. The researcher discussed the purpose of the transition program and research-based strategies with the Advisory Team. In addition, a presentation was made to the entire faculty about the importance of the ninth-grade year. Data about academics and attendance were included. The teachers gave input on improvements for transitions from middle school to high school. This study researched the effect of a ninth-grade transition program on academic achievement and attendance rate of ninth-grade students. The researcher developed a data collection process to provide evidence of the effectiveness of the ninth-grade program. The researcher used a mixed-method approach to answer three research questions: Question 1: How does a ninth-grade transition program affect student academic achievement and student attendance rate? Question 2: What are the perceptions identified by ninth-grade teachers about the ninth-grade transition program as an effective program to increase student academic achievement and attendance? NINTH-GRADE TRANSITION PROGRAM 84 Question 3: What are the perceptions of an advisory team about the ninthgrade transition program as an effective program to increase student academic achievement and attendance? The data collection plan included data from the Sapphire Student Information System on attendance rate, promotion data, and class failures of ninth grade students. The researcher collected achievement data from the NWEA MAP Growth Assessments comparing the achievement and growth from fall 2022 to spring 2023 in Algebra I and reading. A survey of the Advisory Team was completed in the spring of 2023, and a presurvey and post-survey of ninth-grade core teachers was completed in fall of 2022 and spring of 2023. The results of the study indicated a minimal effect on the academic achievement through the analysis of NWEA MAP Growth Data, promotions, and failures of ninthgrade classes. The results also indicated a minimal effect on the increase of attendance rate of ninth-grade students; although, there was a slight increase of attendance rate from the first quarter to the fourth quarter. Data from the pre-survey and post-survey of ninthgrade teachers showed that teachers believed that a ninth-grade transition program increased attendance rate; however, this percentage decreased in the post-survey. The teachers showed a decreased percentage of their perceptions from the pre-survey to postsurvey that a ninth-grade transition program increased academic achievement. The data from the Advisory Team survey showed there were 50% of members who felt the program increased academic achievement as well as attendance rate. The qualitative data was analyzed with the quantitative results, and the data provided insight to identify barriers of the program; recommend transition strategies; and develop advisor, staff, and NINTH-GRADE TRANSITION PROGRAM 85 student leadership training to improve the transition program. This chapter describes the conclusions of the study on the effects of a ninth-grade transition program including data, limitations of the study, recommendations for transition programming, and recommendations for future research study. Conclusions The purpose of this research study was to determine the effect of a ninth-grade transition program on academic achievement and attendance rate of ninth-grade students. The study took place at Meadville Area Senior High School. The focus included researching best practices of a ninth-grade transition program, implementing a researchbased approach at the high school, and analyzing results of data. The method used was a mixed-method approach to analyze quantitative data from academic achievement results, attendance rates, and Likert-scale survey questions with qualitative data from open-ended response questions from the surveys. Research question 1 asked, “How does a ninth-grade transition program affect student academic achievement and student attendance rate?” According to The Boomerang Project (2023), the Link Crew program provided strategies in schools that increased attendance rates and academics. This action research study implemented the Link Crew model training, strategies, and activities for the ninth-grade transition program at Meadville Area Senior High School. The NWEA MAP Growth Assessments in Algebra I and reading data showed that there was minimal effect on the academic achievement of ninth grade students. The NWEA Student Growth Summary Report from fall 2022 to spring 2023 showed a slight increase of the mean Algebra I RIT score of 2.6 and in the mean reading RIT score of 0.5. The percentage for students who met their NINTH-GRADE TRANSITION PROGRAM 86 growth projections was 30% for Algebra I and 37% for reading. The school conditional growth percentile result for reading was a growth percentile of 15. Based on the fall 2022 achievement percentile of 55, this group of students was projected to grow 2.4 RIT points by the spring 2023. If they met the growth projection, the growth percentile would have been close to the 50th percentile. The score was in the bottom 15th percentile for growth. The number of retentions of ninth-grade students was 20, which was 51% of the retentions in the school. The percentage of ninth-grade students who had failing grades in core courses each semester slightly decreased by 3%. The researcher concludes that there was no supporting evidence of a significant increase of academic achievement of the ninth-grade students. The attendance data, however, did have an increase in average daily attendance rate from the first to the fourth quarters of 88.73% to 91.21%, which is an increase of 2.48%. The data also reported that the ninth grade had the highest average daily attendance rate increase compared to the other grade levels. The researcher concludes that there was no significant improvement in attendance rate. Research question 2 asked, “What are the perceptions identified by ninth grade teachers about the ninth-grade transition program as an effective program to increase student academic achievement and attendance?” The Teachers of Ninth Grade Pre-survey and Post-survey was given to ten participants in fall 2022 and spring 2023. The survey asked seven questions that focused on their perceptions of the effects of the transition program and the knowledge of the program. The teachers’ responses had a decrease of their perceptions that the transition program increased academic achievement and attendance. However, the teachers had a high rate of understanding of the program and NINTH-GRADE TRANSITION PROGRAM 87 believed that teachers and administrators supported the Link Crew program. The openended qualitative data reinforced the importance that the Link Crew could have if it were well-established. The responses included the importance of peer connections with upperclassmen and leadership development of the student leaders. The ninth-grade orientation was another positive theme; the understanding of school information and setting a positive image of the school was a prominent activity. However, transition activities needed to continue throughout the academic school year with as much dedication as the orientation. The researcher concludes that the perceptions of the ninthgrade teachers are favorable towards the transition program as an effective strategy to increase academic achievement and attendance. The researcher also concludes that the ninth-grade teachers saw the benefits of the program with student relationships, student leadership skills, and the development of a better understanding of the school. Research question 3 asked, “What are the perceptions of an advisory team about the ninth-grade transition program as an effective program to increase student academic achievement and attendance rate?” The Advisory Team Survey was administered to four participants in spring 2023. The survey included six questions that focused on the effects of the program on academic achievement and attendance and the support from the teachers and administrators. The results did not indicate a significant perception regarding the effect on academic achievement and attendance. The results were a 50% division in answers. The Advisory Team favorably responded to the satisfaction of the Link Crew training that they attended. The Advisory team had mixed responses with the support from administration, other team members, and high school teachers. The team responded favorably to the support of the administration. They did not all agree that there NINTH-GRADE TRANSITION PROGRAM 88 was support from the teachers and the other team members. The four open-ended qualitative questions focused on the strengths of the program. The responses indicated that the program would increase effectiveness if there was time for tutoring and activities. The team also responded that the connections between the ninth-grade students and upperclassmen was beneficial, and the program helped to develop a positive climate for the school. The major theme from the survey was the need for a consistent approach and commitment to a ninth-grade transition program. The comments included that the students and teachers lost interest in the activities after the orientation. It also was commented that the tutoring schedule was not easily managed because of the lack of time to meet with students. The researcher concludes that the Advisory Team did not view the program as effective to increase academic achievement and attendance; although, they did feel the program had merit if it were implemented with fidelity. The researcher also concludes that the program had efficacy in the training and initial orientation activities. To make the ninth-grade transition successful, a consistent planning process including resources, time, and follow-up is needed. The financial implications of the study were minimal. The budgeted costs included a total cost of $15,502. The costs included assessment software, advisor training, travel, and supplies. However, most of the costs were not expended. The NWEA MAP Growth Software was purchased at $2,400. Only one advisor attended the Link Crew Follow-Up training in September 20-21, 2022, which only included travel fees that totaled $386.25. The other advisors were unable to attend the Advanced Training, and there were no new advisors added until March 2023. The Link Crew Trainings were published in August 2022. However, one middle school advisor attended the WEB NINTH-GRADE TRANSITION PROGRAM 89 training (middle school training) in February 2023. Although this was not a cost to the research study, the middle school and high school advisors worked together in April to plan transition events, such as the Move Up Day for June 2023, and discuss the upcoming year orientations. Supplies for the program were minimal and totaled $2,000. The total direct cost of the research study was $4,796.25. Since the research study initiated further programming strategies, the costs suggested for future planning include advisor training, student leader training, supplies, stipends for advisors, and transportation and fees for student leadership activities. Three of the advisors had resigned from the Link Crew program for the next year due to other school activities. Five new teachers and one administrator were onboarded in June 2023 as advisors for the transition program for the upcoming school year. The advisors would cost $3,250 per person plus any travel fees. In addition, the Student Link Conference has been added to trainings from the Boomerang organization. The registration cost would be $500-$1,000 for 20-40 student leaders and chaperones to attend, plus the cost of transportation. The team building activities for student leaders would be included in a cost for fees and transportation if planned. The other cost associated would be the addition of hourly stipends of $27 per hour for afterschool work for advisors. This cost would provide needed time for advisors to meet and plan the curriculum throughout the summer. Limitations The research study included limitations in the methodology. A primary limitation involved the insufficient sample size of participants in the surveys. The sample size of the Advisory Team was limited to a potential of six participants; four participants completed NINTH-GRADE TRANSITION PROGRAM 90 the survey. The sample size of the ninth-grade teachers was limited to 16 participants; ten participants completed both the pre-survey and post-survey. Including more participants in the surveys could have produced more representation of the teachers. An alternative would have been to survey the entire faculty. A different methods approach for the qualitative approach with the smaller sampling size could have provided improved results. A focus group, rather than the survey approach, may have added deeper insight into the strengths and barriers of the transition model. This would have provided additional recommendations for improving the transition program. The time constraint of only a one-year study was a limitation to the action study. Once the capstone study was approved, the actual project needed to be done in less than a year’s time. A multi-year study that allowed for data across time may lead to further comparable results. In addition, using a longitudinal study would have provided the action study to make modifications of the program to improve results. Recommendations for research improvements include adding more participants, modifying the qualitative approach, and increasing the study to longitudinal research. Recommendations for Further Research The data analysis and research conclusions provide additional implementations to improve the program. The recommendations include improved academic preparation, early warning systems, coordination of transition, peer connections, and Advisory Team development. The academic preparation in rigor and relevance from middle school to high school needs to be seamless. Students who lack a strong academic background have a NINTH-GRADE TRANSITION PROGRAM 91 challenging time adjusting to the demands of high school (Neild, 2009). Instructional planning and data analysis between the middle and high school teachers would allow for identifying gaps in curriculum maps and provide time to adjust the instruction prior to intervention or credit recovery. The Pennsylvania Youth Survey in 2021 indicated a low commitment towards school (Pennsylvania Commission on Crime and Delinquency, 2022). In addition, the retentions of ninth-grade students exceeded any other grade level, according to the study. Students who found success in higher coursework would attend school more often and improve their commitment towards an academic path. The researcher recommends that the professional learning time before students arrive include time for the middle school and the high school teachers to meet as a department to review data and apply instructional strategies to classes. Typically, the teachers only meet in their own buildings. The time would also include the application of identifying students who demonstrate at-risk identifiers as a step into an early intervention. Another aspect for consideration is the consistent approach to an early warning system. This goes beyond the identification and referral of students to the Student Assistance Team, academic assistance, and truancy elimination plans. O’ Cummings and Therriault (2015) stated that early warning systems tell what students need support. These support areas include attendance, grades, and signifying behaviors. The data from the study showed that several students were at-risk academically. The NWEA MAP Growth Data in the study indicated that students were not making significant growth in Algebra I and reading. Students identified early in the year, or even from the previous year, would benefit from peer leadership and intervention as soon as the ninth-grade year started. The Sapphire Student Information System can house and provide a dashboard to indicate what NINTH-GRADE TRANSITION PROGRAM 92 students need supports. The dashboard would provide a visual and easier system for teachers and guidance counselors to know what students were at-risk in a timely manner. The system requires training of personnel to program the data and upload into the system. This would benefit the district; although, the training and knowledge in the data system takes considerable time. The Student Information Systems Coordinator will attend training at the Sapphire Users Conference in July 2023. One of the important reflections is the positive impact of the coordination of the transition ideas between the middle and the high school. The Move Up Day in June was a concerted effort on the parts of both transition programs of the middle school WEB program and the high school Link Crew. The typical visit was expanded to include students in grades six through eight to spend the day at the next grade level. The students attended a different orientation that had them meet with teachers and peer leaders for the day. Students learned about curriculum, teachers, clubs, and activities. In addition, the students met with the supporting professionals, such as the school resource officer, career technical counselor, and the mental health specialists. Peer connection activities need to be improved. The lack of the tutorial period made it difficult for peer leaders to pull ninth-grade students for tutoring or activities. Roybal (2014) discussed that positive connections between mentors and students showed advantages for both the mentor and the student. Therefore, creating a safe space for students to meet not only for academics but also for developing relationships should be carefully planned. However, it was noted in the teacher survey that the student leaders require training for learning how to cope with the demands of ninth graders’ social emotional needs. The Student Link Conference would provide education for the students. NINTH-GRADE TRANSITION PROGRAM 93 In addition, the district also participates in a Student Leadership Symposium with other Crawford County Schools every other year. The symposium reviews the Pennsylvania Youth Survey risk and protective factors, and the students collaborate with the advisor to develop and share plans for improving the climate of the school and how to address the factors. The leadership students in the future could include some of the Link Crew leaders. Johnson et al. (2014) discussed a leadership course as part of the curriculum that students would take and earn credit. This is a course that could be developed to include leadership skills; action-based learning activities, such as peer tutoring or mentoring; and service learning. The ninth-grade transition program cannot operate without the investment and dedication from the Advisory Team. It was found that three participants did the brunt of the work. The responsibilities of the program needed to be diversified to their strengths. For example, one advisor was good at organizing the activities, and another was talented at the orientations as the emcee. The four new members must participate in the Link Crew training, have time to plan for the program, and continue to receive support from the administration. It is essential that the program continue with strong, motivated leadership to be effective. The Advisory Team with the administration would provide professional development to the staff about the developmental needs of ninth graders, transition strategies, and the expectations and results of the program. The action research study prompted additional research considerations. The research study could include a survey of the ninth-grade students about their concerns about the transition to high school. A research question would ask, “What are the concerns of ninth-grade students before and after a transition program is implemented?” NINTH-GRADE TRANSITION PROGRAM 94 The feedback from the students would provide a greater attempt to meet the exact needs of the students. In addition, the reasons for low ninth-grade attendance and academic achievement should be studied. The questions would ask, “Why do ninth-grade students struggle academically?” and “Why do ninth graders have a low attendance rate?” Completing a needs assessment would allow for the program to adjust the focus and provide interventions that meet the needs of the ninth graders. The lack of support from the teachers was noted in the Advisory Team survey; thus, a survey of all the high school teachers would produce more data. In addition, the method of the research could include a focus group instead of a survey. This would provide a more in-depth review of the program effectiveness. The action research study could be studied over a few years after the intervention was improved from year to year. This would improve the reliability of the data analysis and the conclusions of the study. The attendance data and growth of achievement data by cohorts of students would be studied over time; the data could additionally be studied by comparing the results of each cohort. Summary The results of this single-year research study found no significant effect of a ninth-grade transition program on academic achievement and attendance rate. The results from the surveys provided essential information that will improve the high school transition program. Results of the action research study recommended areas to be enhanced in the following years including improving the academic preparation of students; developing an NINTH-GRADE TRANSITION PROGRAM 95 early warning system of the identification of students who need support; including a consistent method for peer connection for tutoring and peer mentoring; developing a leadership course; selecting and training Advisory Team members; and providing professional development to staff. The researcher recommends further investigation that would identify the root causes of academic achievement difficulties and lower attendance rates. The research study would include more participants in the surveys or the method of a focus group. In addition, the method of research would include a multi-year study. NINTH-GRADE TRANSITION PROGRAM 96 References Akos, P., & Galassi, J. P. (2004). Middle and high school transitions as viewed by students, parents, and teachers. Professional School Counseling, 7(4), 212-221. Balfanz, R. (2011). Back on track to graduate. Educational Leadership, 68(7). 54-58. Bernhardt, V. (2013). Data analysis for continuous school improvement (3rd ed.). Taylor & Francis. Bonny, A. E., Britto, M. T., Klostermann, B. K., Hornung, R. W., & Slap, G. B. (2000). School disconnectedness: Identifying adolescents at risk. Pediatrics, 106(5), 1017. https://doi.org/10.1542/peds.106.5.1017 The Boomerang Project. (2023). Link Crew: A high school orientation and transition program [Brochure]. https://www.boomerangproject.com/resources/brochures Butts, M. J., & Cruzeiro, P. A. (2005). Student perceptions of factors leading to an effective transition from eighth to ninth grade. American Secondary Education, 34(1), 70-80. Cauley, K. M., & Jovanovich, D. (2006). Developing an effective transition program for students entering middle school or high school. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 80(1), 15-25. Center for Supportive Schools. (2017). Peer group connection: High school transition program improves student graduation rates. https://www.attendanceworks.org/wpcontent/uploads/2017/10/PGC_Program_Improves_Student_Graduation_RatesReport_of_Findings.pdf NINTH-GRADE TRANSITION PROGRAM 97 Cohen, J., & Smerdon, B. (2009). Tightening the drop out tourniquet: Easing the transition from middle to high school. Preventing School Failure, 53(3), 177-184. https://doi.org/10.3200/PSFL.53.3.177-184 Cooper, R., & Liou, D. (2007). The structure and culture of information pathways: rethinking opportunity to learn in urban high schools during the ninth-grade transition. The High School Journal, 43-56. DeLamar, S., & Brown, C. G. (2016). Supporting transition of at-risk students through a freshman orientation model. The Journal of At-Risk Issues, 19(2), 32-39. Donley, J. (2019). Effective practice: Research briefs and evidence ratings (ED593306). ERIC. https://archive.org/details/ERIC_ED593306/page/n1/mode/2up Erickson, J., Peterson, R. L., & Lembeck, P. (2013, May). Middle to high school transition. Strategy brief. Student Engagement Project, University of Nebraska. https://k12engagement.unl.edu Evans, D., Borriello, G. A., & Field, A.P. (2018). A review of the academic and psychological impact of transition to secondary education. Frontiers in Psychology, 9(1482), 1-18. https://doi.org/:10.3389/fpsyg.2018.01482 Ganeson, K., & Ehrich, L. C. (2009). Transition into high school: A phenomenological study. 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The Journal of Educational Research, 107, 186-196. https://doi.org/10:1080/00220671.2013.788991 Karcher, M. (2007). Cross-age peer mentoring. Research in Action. Issue 7. McIntosh, J., & White, S. H. (2006). Building for freshman success: High schools working as professional learning communities. American Secondary Education, 34(2), 40–49. Mac Iver, M. A., Epstein, J. L., Sheldon, S. B., & Fonseca, E. (2015). Engaging families to support students’ transition to high school: Evidence from the field. The High School Journal, 99(1), 27-45. https://doi.org/10.1353/hsj.2015.0016 Mertler, C. (2022). Introduction to educational research (3rd ed.). SAGE Publications. Neild, R. C., Stoner-Eby, S., & Furstenberg, F. (2008). Connecting entrance and departure: The transition to ninth grade and high school dropout. Education & Urban Society, 40(5), 543–569. https://doi.org/10.1177/0013124508316438 Neild, R. C. (2009). Falling off track during the transition to high school: What we know and what can be done. The Future of Children, 19(1), 53-77. NINTH-GRADE TRANSITION PROGRAM 99 Northwest Evaluation Association. (2023a). Student growth summary report. https://teach.mapnwea.org/assist/help_map/Content/Data/SampleReports/Student GrowthSummaryReport.htm Northwest Evaluation Association. (2023b). What RIT means. https://teach.mapnwea.org/assist/help_map/Content/AboutMAP/WhatRITMeans. htm O’Cummings, M., & Therriault, S. B. (2015, May 15). From accountability to prevention: Early warning systems put data to work for struggling students. American Institutes for Research. https://www.air.org/resource/report/accountability-prevention-early-warningsystems-put-data-work-struggling-students Pennsylvania Commission on Crime and Delinquency, Pennsylvania Department of Drug and Alcohol Programs & Pennsylvania Department of Education. (2022). 2021 Pennsylvania youth survey. Pennsylvania Department of Education. (2023a). Cohort graduation rate. https://www.education.pa.gov/DataAndReporting/CohortGradRate/Pages/default. aspx Pennsylvania Department of Education. (2023b). Framework for non-teaching professionals: Guidance counselor. https://www.pdesas.org/Frameworks/TeacherFrameworks/TeacherEffectiveness Pennsylvania Department of Education. (2023c). Future ready Pennsylvania index. https://futurereadypa.org NINTH-GRADE TRANSITION PROGRAM 100 Pennsylvania Department of Education. (2023d). SAP 2019-2020 institution summary Meadville Area SHS [Report]. https://www.safeschools.pa.gov Pennsylvania Department of Education. (2023e). SAP 2020-2021 institution summary Meadville Area SHS [Report]. https://www.safeschools.pa.gov Pennsylvania Department of Education. (2023f). SAP 2021-2022 institution summary Meadville Area SHS [Report]. https://www.safeschools.pa.gov Roybal, V., Thornton, B., & Usinger, J. (2014). Effective ninth-grade transition programs can promote student success. Education, 134(4), 475-487. Somers, C. L., Wang, D., & Piliawsky, M. (2016). Effectiveness of a combined tutoring and mentoring intervention with ninth grade, urban Black adolescents. Journal of Applied Psychology, 32(3), 199-213. https://doi.org/10.1080/15377903.2015.1136719 St. Vil, C., & Angel, A. (2018). A study of a cross-age peer mentoring program on educationally disconnected young adults. Social Work, 63(4), 327-336. https://doi.org/10.1093/sw/swy033 NINTH-GRADE TRANSITION PROGRAM APPENDICES 101 NINTH-GRADE TRANSITION PROGRAM 102 Appendix A Teachers of Ninth Grade Pre and Post Survey 1. I believe that a ninth-grade transition program increases ninth grade student attendance rate. Strongly Agree Agree Disagree Strongly Disagree 2. I believe that a ninth-grade transition program increases academic achievement for ninth graders in core classes (English, math, science, and social studies). Strongly Agree Agree Disagree Strongly Disagree 3. I understand the vision of the Link Crew program. Strongly Agree Agree Disagree Strongly Disagree 4. I understand the benefits of the Link Crew program. Strongly Agree Agree Disagree Strongly Disagree 5. I understand the expectations of student leaders of the Link Crew program. Strongly Agree Agree Disagree Strongly Disagree NINTH-GRADE TRANSITION PROGRAM 103 6. I believe that Meadville Area Senior High School teachers support the Link Crew program. Strongly Agree Agree Disagree Strongly Disagree 7. I believe that administrators support the Link Crew program. Strongly Agree Agree Disagree Strongly Disagree 8. What makes students better prepared for high school after participating in the Link Crew program? 9. What is your perception of students who serve as Link Crew leaders in the program? 10. In your opinion, what effect has the Link Crew program had on ninth graders? NINTH-GRADE TRANSITION PROGRAM 104 Appendix B Teachers of Ninth Grade Pre and Post Survey Consent Form Dear Teachers of Ninth Grade: As an educator of grade 9 students of core classes of English, math, science, or social studies, you are being asked to participate in a research study. The purpose of this mixed method study is to research and describe the effects that a ninth-grade transition program at Meadville Area Senior High School has on student academic achievement and student absentee rate of ninth grade students. The study will guide the recommendations for further professional development and training for an advisory team and ninth grade teachers. Your participation in the study will help the researcher learn more about how you perceive the transition program and the effects of the program. What will I be asked to do if I take part in the research study? If you agree to participate in the study, you will be asked to complete a pre and post survey in Google Forms. The pre and post survey will ask questions regarding your perceptions of a ninth-grade transition program. The pre and post surveys will take about 15 minutes to complete. Where will the study take place? The pre and post surveys will be available on Google Forms. The participants will be sent a secure link to the survey using a secure website. How long will the study last? The study is projected to take approximately one school year from September 2022 to June 2023. Participants will take the pre survey in September 2022 and the post survey in March 2023. What happens if I don’t want to participate? Your participation is voluntary. There will be no penalty if you do not choose to participate. Can I quit the study before it ends? You can withdraw from the study at any time by notifying the researcher. There is no penalty if you choose to withdraw. The researcher will not ask you why you opted out of the study. What are the risks? The risks are minimal. The surveys will not include identifiable information, and emails will not be collected. Google Forms will be used for the surveys. You will not be asked questions of a sensitive nature. The survey may make you feel uncomfortable, and some people do not like to volunteer information/feedback that could be perceived as negative NINTH-GRADE TRANSITION PROGRAM 105 or complaining. Participation is voluntary. Each participant will receive an identification number to be included in the survey. Participants may opt out at any time during the survey. How will I benefit from participating? If you decide to participate in the study, you will assist the researcher in understanding the perceptions of ninth grade teachers of a ninth-grade transition program and the effect of the program. Will my responses be kept confidential and private? The responses will be kept confidential. The researcher will only have access to the data. Your survey responses will be anonymous and do not include any identifiable information. Data will not include any names or identifiable information in the survey results. Data will be stored on a secure password protected server. Participants will receive an identification number to compare results from the pre and post survey data. Whom do I contact if I have questions about the study? If you have any questions about this study, please contact the researcher, Jennifer A. Galdon, at GAL1867@pennwest.edu or at 814-720-7716. If you would like to speak to someone other than the researcher, please contact Dr. David Foley, Professor at PennWest University at Cal U, at foleyd@pennwest.edu. I have read this form. Any questions I have about participating in this study have been answered. I agree to take part in this study, and I understand taking part is voluntary. I do not have to participate if I do not wish to do so. I can stop at any time for any reason. If I choose to stop, no one will ask me why. By signing below, I agree to participate in this study. By doing so, I am indicating that I have read this form and had my questions answered. I understand that it is my choice to participate, and I can stop at any time. Signature: _______________________________ Date: ________________________________ Approved by the PennWest Cal U Institutional Review Board. This approval is effective 09/12/22 and expires 09/11/23. NINTH-GRADE TRANSITION PROGRAM 106 Appendix C Advisory Team Survey 1. I believe that a ninth-grade transition program increases ninth grade student attendance rate. Strongly Agree Agree Disagree Strongly Disagree 2. I believe that a ninth-grade transition program increases academic achievement for ninth graders in core classes (English, math, science, and social studies). Strongly Agree Agree Disagree Strongly Disagree 3. I am satisfied with the training that was provided to the advisory team for Link Crew transition program. Strongly Agree Agree Disagree Strongly Disagree 4. I am satisfied with the support from the administration for the Link Crew program. Strongly Agree Agree Disagree Strongly Disagree 5. I am satisfied with the support from the other advisory team members for the Link Crew program. Strongly Agree Agree Disagree Strongly Disagree NINTH-GRADE TRANSITION PROGRAM 107 6. I am satisfied with the support from Meadville Area Senior High School teachers for the Link Crew program. Strongly Agree Agree Disagree Strongly Disagree 7. What barriers impact the effectiveness of the Link Crew transition program? 8. What strengths impact the effectiveness of the Link Crew transition program? 9. What is your perception as an advisory team of how the Link Crew program benefits students? 10. In your opinion, how does the Link Crew program benefit Meadville Area Senior High School? NINTH-GRADE TRANSITION PROGRAM 108 Appendix D Advisory Team Survey Consent Form Dear Advisory Team Member: As an Advisory Team Member, you are being asked to participate in a research study. The purpose of this mixed method study is to research and describe the effects that a ninth-grade transition program at Meadville Area Senior High School has on student academic achievement and student absentee rate of ninth grade students. The study will guide the recommendations for further professional development and training for an advisory team and ninth grade teachers. Your participation in the study will help the researcher learn more about how you perceive the transition program and the effects of the program. What will I be asked to do if I take part in the research study? If you agree to participate in the study, you will be asked to complete a survey in Google Forms. The survey will ask questions regarding your perceptions of a ninth-grade transition program. The survey will take about 15 minutes to complete. Where will the study take place? The survey will be available on Google Forms. The participants will be sent a secure link to the survey using a secure website. How long will the study last? The study is projected to take approximately one school year from September 2022 to June 2023. Participants will take the survey in March 2023. What happens if I don’t want to participate? Your participation is voluntary. There will be no penalty if you do not choose to participate. Can I quit the study before it ends? You can withdraw from the study at any time by notifying the researcher. There is no penalty if you choose to withdraw. The researcher will not ask you why you opted out of the study. What are the risks? The risks are minimal. The surveys will not include identifiable information, and emails will not be collected. Google Forms will be used for the surveys. You will not be asked questions of a sensitive nature. The survey may make you feel uncomfortable, and some people do not like to volunteer information/feedback that could be perceived as negative or complaining. Participation is voluntary. Participants may opt out at any time during the survey. NINTH-GRADE TRANSITION PROGRAM 109 How will I benefit from participating? If you decide to participate in the study, you will assist the researcher in understanding the perceptions of ninth grade teachers of a ninth-grade transition program and the effect of the program. Will my responses be kept confidential and private? The responses will be kept confidential. The researcher will only have access to the data. Your survey responses will be anonymous and do not include any identifiable information. Data will not include any names or identifiable information in the survey results. Data will be stored on a secure password protected server. Whom do I contact if I have questions about the study? If you have any questions about this study, please contact the researcher, Jennifer A. Galdon, at GAL1867@pennwest.edu or at 814-720-7716. If you would like to speak to someone other than the researcher, please contact Dr. David Foley, Professor at PennWest University at Cal U, at foleyd@pennwest.edu. I have read this form. Any questions I have about participating in this study have been answered. I agree to take part in this study, and I understand taking part is voluntary. I do not have to participate if I do not wish to do so. I can stop at any time for any reason. If I choose to stop, no one will ask me why. By signing below, I agree to participate in this study. By doing so, I am indicating that I have read this form and had my questions answered. I understand that it is my choice to participate, and I can stop at any time. Signature: _______________________________ Date: ________________________________ Approved by the PennWest University Cal U Institutional Review Board. This approval is effective 09/12/22 and expires 09/11/23. NINTH-GRADE TRANSITION PROGRAM 110 Appendix E IRB Approval Institutional Review Board 250 University Avenue California, PA 15419 instreviewboard@calu.edu Melissa Sovak, Ph.D. Dear Jennifer, Please consider this email as official notification that your proposal titled “The Effect of a Ninth-Grade Transition Program on Achievement and Attendance: An Action Research Project in a Public High School” (Proposal #PW22-008) has been approved by the Pennsylvania Western University Institutional Review Board as submitted. The effective date of approval is 09/12/2022 and the expiration date is 09/11/2023. These dates must appear on the consent form. Please note that Federal Policy requires that you notify the IRB promptly regarding any of the following: (1) Any additions or changes in procedures you might wish for your study (additions or changes must be approved by the IRB before they are implemented) (2) Any events that affect the safety or well-being of subjects NINTH-GRADE TRANSITION PROGRAM 111 (3) Any modifications of your study or other responses that are necessitated by any events reported in (2). (4) To continue your research beyond the approval expiration date of 09/11/2023, you must file additional information to be considered for continuing review. Please contact instreviewboard@calu.edu Please notify the Board when data collection is complete. Regards, Melissa Sovak, PhD. Chair, Institutional Review Board