A Study on the Academic Impact of Transitioning from Elementary to Junior High School in the Southeastern Greene School District

The purpose of this Capstone research study is to uncover and analyze factors that are resulting in a consistent academic decline for students who are transitioning from sixth grade at Bobtown Elementary School to seventh grade at Mapletown Jr/Sr High School. Research will focus on comparing PSSA (Pennsylvania System of School Assessment) math and reading results in conjunction with classroom grades as students transition from elementary to junior high school. The scope of the research will incorporate data emanating from the 2014 to 2019 school years. The researcher will survey sixth grade math and reading teachers from Bobtown Elementary and seventh grade math and seventh and eighth grade reading teachers from Mapletown Jr/Sr High School to determine differences in instructional techniques, student assessment and classroom grade composition. Teachers provided input as to biggest concerns for students during transition and on possible interventions that could aid in the transition process. The results of the survey found significant differences in grading practices, the amount of homework assigned, student assessments, and the teaching of test taking skills. The results of the teacher survey were combined with student achievement data to expose detrimental changes that students experienced at the classroom level. The researchers overarching goal is to utilize this data to develop a systemic transition plan that will provide continuity in classroom practices and academic interventions that will reduce and ultimately eliminate academic decline during the transition from sixth to seventh grade.