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

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© Copyright by
Jennifer A. Galdon
All Rights Reserved
August 2023

ii

08/01/2023

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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.

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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.

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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

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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

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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

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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

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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

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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.

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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

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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

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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

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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

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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.

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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

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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

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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.

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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

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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).

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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:

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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,

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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

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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

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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

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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.

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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

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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

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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.

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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

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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.

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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.

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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.

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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.

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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

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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

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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

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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

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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.

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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

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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

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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?”

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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.

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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.

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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

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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.

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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

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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

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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

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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.

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•

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.

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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.

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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.

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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

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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

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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

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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

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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?

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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

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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

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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

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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

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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

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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

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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

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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

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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.

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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?”

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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

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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.

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APPENDICES

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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

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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?

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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

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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.

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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

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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?

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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.

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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.

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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

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(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