Supporting Transition of At-Risk Students Through a Freshman Orientation Model Shawna DeLamar and Casey Graham Brown Abstract: This study examines the issues surrounding middle school students’ transitions to high school and the degree to which freshman orien- tation models can help them. The attendance, discipline, report card grades, and end-of-course exams of 60 students who participated in a fresh- man orientation were compared to those of 150 students who were invited to participate in the program but did not. Students who participated ex- perienced gains in science end-of-course state exams; increases in math, science, and English course grades; and positive changes in discipline and attendance data. Parents of program participants shared that, overall, the program helped their children make a smooth transition to high school. Researchers have referred to the freshman year of and high school faculty and staff members (Education high school as precarious, awkward, and even piv- Partnerships, Inc., 2012). otal (Ascher, 1987; Black, 2004; Donegan, 2008; Researchers in the area of transition have proposed Willens, 2013). The transition from middle school to high that communication and solid research are needed to school for any student can be extremely difficult, but it ensure that educators are providing the best resources to poses even bigger challenges for at-risk students (Ascher, help students succeed (Akos, 2004; Holcomb-McCoy, 2011; 1987; Montgomery& Hirth, 2011). Transitioning students Mizelle & Irvin, 2000). Benner and Graham (2009) and from eighth- to ninth-grade requires that middle and high Isakson and Jarvis (1999) indicated that transition from schools work together on initiatives to prepare students for middle school to high school is a year-long process. Few high school (Mizelle & Irvin, 2000; Williamston, 2010). studies have incorporated a parent perspective or reviewed It is especially important to provide support for students student end-of-course (EOC) exams, grades, attendance, at risk for academic failure (Dorman, 2012). and discipline data in an attempt to determine whether The need for ninth-grade transition programs has there were cause-effect relationships among the variables. received increased attention in recent years (Frank, 2011; A quantitative, causal-comparative design was used Holcomb-McCoy, 2011; Montgomery & Hirth, 2011). to examine On the Block, a freshman transition program Students who participate in transition programs are that focuses on providing students with knowledge about better prepared for the challenges of high school (Steele, high school prior to their first day attending high school. 2010; Sutton, 2009). A collaborative effort on the part of Qualitative data were obtained from responses of partic- administrators, teachers, and parents is necessary to ad- ipants’ parents to open-ended survey questions. Goals of dress students’ needs as they make the transition to high the research included adding to the body of knowledge on school (Dorman, 2012; Education Partnerships, Inc., 2012; transition practices and providing the school district with Frank, 2011; Holcomb-McCoy, 2011). According to Neild, information regarding the impact of the On the Block Stoner-Eby, and Furstenberg (2008), adverse effects of chal- (OTB) transition program. lenging school transitions include retention, placement in remedial courses, and dropping out. Background Literature The freshman year transition to high school is vitally Educators, parents, community members, and health- important to students’ success throughout their high care professionals identify a person as at risk if he or she school career. Ninth-grade students who experience aca- may be in need of interventions to help him or her cope demic and social issues are more likely to drop out (Sims, with the transition into a new environment. According to 2010). Effective programs must offer a myriad of best Balfanz (2011), the three key indicators of student success practices that address academic, social, and procedural are attendance, behavior, and course failure. The Texas challenges for all students (Akos, 2004; Ascher, 1987; Education Agency lists 13 criteria (TEA, 2011) to use to Cauley & Jovanovich, 2006; Dorman, 2012; Smith, 1997). identify at-risk students. Students from low-income families Comprehensive transition programs that include numer- who are coded with one of these indicators typically have ous activities geared toward the concerns and needs of a 25% chance, at best, of graduating from high school students, parents, and teachers can be effective in helping (Balfanz, 2011). Approximately 80% of eventual dropouts at-risk students transition to the ninth grade. Effective display distress signs in one of these 13 areas during grades transition programs improve attendance, achievement, six to nine (Balfanz, 2011). and retention among students (Cauley & Jovanovich, Secondary educators are essential to helping students 2006). Such programs can help students transition to a at risk for dropping out (Akos, 2004; Holcomb-McCoy, new school with less anxiety and more academic success. 2011; Mizelle & Irvin, 2000; Montgomery &Hirth, 2011). School administrators can ease transitions by facilitating Decreasing the number of students who drop out neces- programs that address student and family needs and by sitates being attentive to high school transitions (Neild et supporting communication attempts between middle al., 2008). According to Neild et al. (2008), dropout rates 32 VOLUME 19 NUMBER 2 cannot be improved if students are not provided assistance schools have not been able to help make the transition with high school transitions. Teachers hold students to high school a smooth passage (Mizelle & Irvin, 2000). accountable by providing constructive feedback, refusing For example, according to Smith-Maddox and Wheelock to accept halfhearted efforts, providing assistance when (1995), many disadvantaged students, particularly those needed, and refusing to give up on students (Stipek, 2006). in high-poverty school districts, are not always aware that Strong communication efforts can build mutual trust be- courses taken in high school are critical to their future tween families and schools (Bardwell, 2011; Meier, 2002). opportunities. Reversing this situation requires support To lessen the stress associated with transitions, middle and guidance from counselors and teachers (Smith-Maddox school staff should start preparing students for transition & Wheelock, 1995). around sixth grade. Students have noted concerns about transitioning to high school as freshmen. Some appear to be concerned High School Transition Practices about getting lost, interacting with older students and The transition from middle school to high school bullies, understanding the school rules, making new can be a pivotal time that requires students to traverse friends, successfully opening lockers, and having too much settings that are larger and less welcoming that those they homework (Akos & Galassi, 2004). Beresford (2013) found experienced in middle school (Black, 2004). This transi- that students were most concerned about academic success. tion creates a stopping point for freshman known as the Parents and teachers can influence student perceptions of “ninth-grade bulge,” where almost 25% of students are held high school; however, parents and siblings may commu- for another year (Black, 2004, p. 43). The freshman year nicate warnings to students that contain sensationalized experience for students can be a predictor as to whether or information (Akos & Galassi, 2004). not a student will stay in high school and graduate (Cauley & Jovanovich, 2006). Parent Perceptions of the Transition to Ninth Grade Several strategies and programs have emerged over Educational transitions present challenges and op- the last few decades to address this growing epidemic of portunities for students, parents, teachers, administrators, how to support freshman transitions (Sims, 2010); some and guidance counselors (Montgomery & Hirth, 2011). high schools utilize freshman academies to create smaller The freshman transition is a time that is associated with learning communities to ease ninth-grade transition, achievement loss (Smith, 2006; Smith, Feldwisch, & Abell, while others utilize orientation meetings, school redesign, 2006). Smith et al. (2006) found that, in general, students and special courses to support students during this time and parents were excited about the opportunities available (Reents, 2002; Sims, 2010). Another strategy that is widely in the high school setting. used to help students transition to high school and feel Parents need access to accurate information regarding more connected as high school freshmen is to break down the organizational and academic changes their children a large high school into smaller groups (McCallumore are likely to encounter as they enter the ninth grade & Sparapani, 2010; Reents, 2002). Smaller groups allow (Dorman, 2012; Education Partnerships, Inc., 2012). It is students to receive special attention, build relationships, not possible for parents or school staff members to describe and decrease alienation. While it can be beneficial to and prepare students for all the changes and experiences put students into smaller groups, it is also important to they will face in high school, but it is possible to improve provide them with effective teachers (Donegan, 2008; students’ chances of success by providing research-based Pellicer, 2003). transition programs and orientations to students who are The preparation process for students who are entering entering their freshman year of high school and to their high school should be accompanied by special programs parents (Mizelle & Irvin, 2000; Smith, 2006). that orient students and parents to the school. Providing an orientation allows parents and students to become familiar On the Block with procedures and rules and to feel as though they are On the Block (OTB) is an orientation and interven- part of the school culture (Bardwell, 2011). Ascher (1987) tion program that begins in middle school and continues suggested several orientation practices used to smooth the through students’ freshman year to help prepare students passage from eighth grade to high school. The practices for the high school transition. An aim of the program included: (a) afterschool activities, (b) small group visits, (c) is to help students build relationships with adults at the shadowing, and (d) orientation programs. These practices high school level. Middle schools and high schools work can be used alone or in conjunction with one another together to plan activities, invite parents and students to provide support to at-risk students and their parents to informational meetings, and target at-risk students to (Cohen & Smerdon, 2009). attend the program. On the Block is an invitation only, fast-paced preview Student Perceptions of the Transition to Ninth Grade of high school. High school at-risk counselors facilitate Mizelle and Irvin (2000) posited that one of the fun- the program. School staff members identify students to damental goals of any middle school should be to present participate in the program using at least one of the 13 at- support to students and to help them make a successful risk criteria listed by the Texas Education Agency (TEA, transition. Despite the need identified throughout the 2011). Statutory criteria for at-risk status include a student literature to support students during transition, some who is under 21 years of age and who: THE JOURNAL OF AT-RISK ISSUES 33 1. was not advanced from one grade level to the Thursday, 8:30 a.m.-2:30 p.m. Participation in OTB serves next for one or more school years; as a student’s first opportunity to experience a block 2. is in grades 7, 8, 9, 10, 11, or 12 and did not schedule, eat lunch in the cafeteria, and attend high school maintain an average equivalent to 70 on a scale classes. The goal is to show students what a typical day of 100 in two or more subjects in the foundation might be like so that students can be better prepared, feel curriculum during a semester in the preceding more comfortable, and build relationships before the first or current school year or is not maintaining day of high school. such an average in two or more subjects in the Participating students are exposed to the campus foundation curriculum in the current semester; layout prior to the first day of school and are taught how 3. did not perform satisfactorily on an assessment to open a locker. Other information items shared include instrument administered to the student under cafeteria procedures, how grade-point averages are deter- TEC [Texas Education Code] Subchapter B, mined, and how to get involved in extracurricular activ- Chapter 39, and who has not in the previous or ities. The students find out class schedules and locations current school year subsequently performed on and experience a 90-minute class period, a new experience that instrument or another appropriate instru- for freshman students because the district’s middle schools ment at a level equal to at least 110% of the level utilize 45-minute class periods. To culminate the summer of satisfactory performance on that instrument; session, each high school invites its respective band, ath- 4. is in prekindergarten, kindergarten, or grades letic team members, and teachers to interact with the OTB 1, 2, or 3 and did not perform satisfactorily students in a celebration similar to a pep rally. on a readiness test or assessment instrument administered during the current school year; Research Questions 5. is pregnant or is a parent; The primary purpose of this study was to determine 6. was placed in an alternative education program if On the Block made an impact on students who partici- in accordance with §TEC 37.006 during the pated in the program. The study included an examination preceding or current school year; of student attendance, discipline, report card grades, and 7. was expelled in accordance with §TEC 37.007 EOC exams between students who participated in OTB during the preceding or current school year; and those who did not participate. Parents provided per- 8. is currently on parole, probation, deferred pros- ceptions about OTB via survey responses. Data were used ecution, or other conditional release; to answer the following research questions: 9. was previously reported through the PEIMS [Public Education Information Management 1. Is there a difference between OTB students and System] to have dropped out of school; non-OTB students on end-of-course exams, grades, 10. is a student of limited English proficiency, as attendance, and discipline? defined by §TEC 29.052; 2. How do parents of OTB students perceive the 11. is in the custody or care of the Department value of the orientation program? of Protective and Regulatory Services or was, during the current school year, referred to the Method of Procedure department by a school official, officer of the The student participants in this study were selected juvenile court, or law enforcement official; from a large Texas suburban school district and chosen 12. is homeless, as defined by 42 U.S.C. Section based on their participation in the On the Block transition 11302 and its subsequent amendments; or program during the summer of 2011. The particular large 13. resided in the preceding school year or resides in suburban school district involved in this study was selected the current school year in a residential placement for two reasons: (a) its accessibility to the investigator, and facility in the district, including a detention facil- (b) the OTB program being studied was unique to this ity, substance abuse treatment facility, emergency district. A preexisting treatment group was comprised of shelter, psychiatric hospital, halfway house, or 60 students from three of the district’s high schools who foster group home. (TEA, 2011) had participated in the OTB program during the 2011- 2012 school year. The group of students who participated An informational meeting to inform parents and in OTB was compared to a group of students who did not students about the program is held at the end of the school participate. The non-OTB group included 150 students year preceding the summer that students are scheduled (50 from each campus) from the same three high schools to attend On the Block. At the meeting, district person- as the students who participated in OTB. The adults who nel share information with parents and students about participated in the survey were the parents of students transitioning to high school and encourage program who attended OTB. participation. The first research question examined passing/failing Students who participate in On the Block receive grades for student end-of-course exams, report card grades, one-half of a local credit for attending a two-week orienta- attendance, and discipline. The question was answered by tion the summer before freshman year, Monday through analyzing individual student data from the district’s student 34 VOLUME 19 NUMBER 2 information systems. Data were tabulated and analyzed (experimental or control). Dependent variables for each using SPSS 18.0, a statistical software package for the social ANOVA were the outcomes of end-of-course exams, report sciences. Individual student data between On the Block stu- card grades, attendance, and discipline. dents and non-On the Block students were analyzed using End-of-course exams. One-way analyses of variance were one-way analyses of variance (ANOVAs). The independent conducted to evaluate the differences in end-of-course exams variable was the group status for the OTB program. De- for the core subjects of math, science, social studies, and En- pendent variables for each ANOVA were the outcomes of glish. The independent variable was program status (On the attendance, discipline, report card grades, and EOC exams. Block or non-On the Block) and the dependent variable was Statistical tests determined whether a relationship existed EOC exam score (see Table 1). All exam results were collected between the independent variable at a .05 alpha level. for both the OTB students and the non-OTB control group. To answer the second research question, 60 parents The minimum percent correct required for students of students who attended the On the Block transition to pass the Algebra I (math) EOC exam was 37%. A greater program were mailed a researcher-created survey to solicit percentage of On the Block students passed the math EOC their perceptions of how the OTB program impacted their (86%); however, a one-way ANOVA showed that the differ- children’s successes during their freshman year. Parents ence in math end-of-course exam scores between the OTB were asked specific questions regarding whether the OTB group (M = 52.04, SD = 15.33) and the non-OTB group program helped their children feel more comfortable the (M = 46.77, SD = 16.42) was not statistically significant, first day of school, understand the expectations of high F(1,167) = 3.81, p = .053, η2 = .022. The minimum percent school, build relationships with teachers and staff, and correct required for students to pass the Biology (science) navigate the school building. The open-ended response EOC exam was 37%. For science, a greater percentage of data were organized and coded to determine whether OTB students passed (84%). A one-way ANOVA showed themes existed (Bogdan & Biklen, 2007). that the difference in science end-of-course exam scores between the OTB group (M = 50.60, SD = 14.13) and the Findings non-OTB group (M = 45.56, SD = 13.37) was statistically The On the Block program provided students with significant, F(1,182) = 5.34, p = .021, η2 = .029. eight days of mock lessons in math and science, technology The minimum percent correct required for students training, and a review of procedural items to help students to pass the World Geography (social studies) EOC exam understand the differences between middle school and high was 46%. For social studies, a greater percentage of On the school. OTB also offered students an opportunity to get to Block students passed (70%); however, a one-way ANOVA know faculty members, administrators, and other students showed that the difference in social studies end-of-course before the school year started so that students would feel exam scores between the OTB group (M = 52.96, SD = more prepared during the first weeks of their freshman year. 14.25) and the non-OTB group (M = 48.67, SD = 14.81) was not statistically significant, F(1,181) = 3.37, p = .068, η2 = Research Question 1 .018. The minimum percent correct required for students The first research question investigated the passing/ to pass the English I Reading (English) EOC exam was failing grades for student end-of-course exams, report card 54%. For English, a greater percentage of OTB students grades, attendance, and discipline. The independent vari- passed (45%); however, a one-way ANOVA showed that the able was the group status for the On the Block program difference in English end-of-course exam scores between Table 1 EOC Exam Means and Standard Deviations for the 150 Non-OTB and 60 OTB Students Non-On the Block On the Block Subject N M SD N M SD Math 117 46.8 16.4 51 52.0 15.3 Science* 126 45.6 13.4 57 50.6 14.1 Social Studies 125 48.7 14.8 57 53.0 14.3 English 123 49.1 13.3 58 51.6 15.0 Note: An asterisk (*) denotes statistical significance at the .05 level. THE JOURNAL OF AT-RISK ISSUES 35 the OTB group (M = 51.64, SD = 14.98) and the non-On = 7.87) and the non-OTB group (M = 76.14, SD = 9.86) was the Block group (M = 49.07, SD = 13.28) was not statistically statistically significant, F(1, 197) = 9.59, p = .002, η2 = .047. significant, F(1,180) = 1.35, p = .246, η2 = .008. The one report card subject area where there was no Report card grades. One-way analyses of variance were significant gain was in social studies. A one-way ANOVA conducted to evaluate the difference in report card grades for showed that the difference in social studies report card grades the core subjects of math, science, social studies, and English. between the On the Block group (M = 78.73, SD = 10.01) and The independent variable was the program status of treatment the non-On the Block group (M = 76.45, SD = 9.12) was not (On the Block or non-On the Block) and the dependent statistically significant, F(1,196) = 2.43, p = .121, η2 = .012. variable was the report card grade (see Table 2). Students who Attendance and discipline. Students who participated received the OTB intervention showed significant gains in in On the Block had fewer office referrals and fewer ab- grade point averages in the areas of math, science, and English. sences (see Table 3). The OTB group had 2.15 fewer office A one-way ANOVA showed that the difference in referrals than the non-OTB group. A one-way ANOVA math report card grades between the On the Block group showed that the difference in office referrals between the (M = 78.53, SD = 7.71) and the non-On the Block group (M OTB group (M = 2.27, SD = 4.51) and the non-OTB group = 74.57, SD = 9.62) was statistically significant, F(1,196) = (M = 4.42, SD = 6.99) was statistically significant, F(1,205) 7.80, p = .006, η2 = .038. The difference in science report = 4.73, p = .031, η2 = .023. For attendance, the OTB group card grades between the OTB group (M = 79.47, SD = missed an average of 2 fewer days in the school year than 8.22) and the non-OTB group (M = 74.94, SD = 9.86) was the non-OTB group. The difference in attendance between statistically significant, F(1,196) = 9.61, p = .002, η2 = .047. the OTB group (M = 3.52, SD = 4.17) and the non-OTB A one-way ANOVA showed that the difference in English group (M = 5.57, SD = 6.80) was statistically significant, report card grades between the OTB group (M = 80.60, SD F(1,205) = 4.84, p = .029, η2 = .023. Table 2 Means, Standard Deviations for Grades by Treatment for the 150 Non-OTB, 60 OTB Students Non-On the Block On the Block Subject N M SD N M SD Math* 138 74.6 9.6 59 78.5 7.7 Science* 138 74.9 9.9 59 79.5 8.2 Social Studies 138 76.5 9.1 59 78.7 10.0 English* 138 76.1 9.9 60 80.6 7.9 Note: An asterisk (*) denotes statistical significance at the .05 level. Table 3 Means, Standard Deviations for Attendance, Discipline for the 150 Non-OTB, 60 OTB Students Non-On the Block On the Block Criterion N M SD N M SD Discipline* 146 4.4 7.0 60 2.3 4.5 Attendance* 146 5.6 6.8 60 3.5 4.2 Note: An asterisk (*) denotes statistical significance at the .05 level. 36 VOLUME 19 NUMBER 2 Research Question 2 Researchers have offered some understanding as to The second research question was used to examine why students who participated in On the Block experi- the perceptions of the parents of On the Block students. A enced significant gains in grades, increased attendance, total of 33 out of 60 parents responded. The parents shared and decreased discipline referrals (Copeland, 2006; Dean, very few recommendations for program changes. Parents 2011; Jones, 2007; Little, 2010). The OTB transition pro- reported that they believed that the program helped their gram provided students the opportunity to build strong children make the transition to high school. The parents relationships with staff and students before school started. felt that program participation gave their children advan- Relationships with teachers are what motivate students to tages of knowing where things in the high school were work hard and seek the support they need (Frank, 2011; located and how to find classes on the first day of school. Knesting, 2008; Milliken, 2007; Popadiuk & Oliver, 2001; When asked if the On the Block transition program Smith, 2007; Stipek, 2006). was a positive experience for their children, parents re- The results of this study confirmed results and sponded that the program was “wonderful and very ben- recommendations from previous studies that have been eficial” and a “big help” to their children. Several parents conducted in the area of freshman transition. Steele shared that they felt that the program helped ease some of (2010) suggested that, especially during the ninth-grade their children’s fears about starting a new school. year, students need the support of well designed transition Common themes that emerged included: (a) appre- programs that address academic, social, and emotional ciation to staff for program implementation, (b) need for needs. Straksis (2010) revealed similar findings in a study program continuation, and (c) accentuation of the pro- conducted in a large school district. Significant effects have gram’s success. Parents were asked to list any suggestions been observed that link positive perceptions of a highly or comments they had for the On the Block program in structured transition program to an increase in grade the future. Their recommendations included: point averages and a reduction in failures (Straksis, 2010). Parents displayed positive perceptions about the 1. I would like to continue these programs in the program and responded in ways that indicated that the summer. program was a support for their children. These types of 2. The program was too short; more meetings need data are instrumental in developing a program that can to be included once school starts… maybe like an meet the needs of struggling parents during times of tran- afterschool program. sition (Astbury, 2010). Parents need access to accurate in- 3. More kids from different schools should get to formation to prepare students for transition to high school participate. and to provide the support needed to navigate through this difficult time (Isakson & Jarvis, 1999). Researchers Of the 33 respondents, three parents made comments that have posited that parents are an important resource to pertained to adding to or adjusting the program. help students experience success and that parents should be provided with research-based transition programs and Discussion and Implications for Practice orientations to support students (Mizelle & Irvin, 2000; Researchers have indicated that the transition from Smith, 2006). middle to high school is difficult for any student, but especially for at-risk youth (Reents, 2002). Educators in Recommendations for Further Research the 21st century must focus on creating better programs Further research should include pretests and posttests and supports that will enable more at-risk youth to be suc- for students entering high school and for their parents. cessful in high school (Baker, 2008). Research conducted Gaining feedback before program implementation and by Astbury (2010) emphasized the need to review student after program completion can help measure whether the data sources such as grades, attendance, discipline, and test program met the needs of the students and the parents. scores to assess the impact of programs like On the Block. Parent perceptions were the only perceptions identified in Such evidence of student success or difficulty is valuable this study; future studies could examine the perceptions when assessing whether a transition program has provid- of students and teachers. ed support to students. Researchers refer to attendance, Research pertaining to the connection between rela- behavior, and course failure as key indicators of success tionships and freshman transition practices needs to be (Balfanz, 2011; Cauley & Jovanovich, 2006). conducted. Relationships are mentioned throughout the The results of this study focused on key indicators research as a factor that impacts student success (Frank, to determine whether or not the program was a success. 2011; Knesting, 2008; Milliken, 2007; Popadiuk & Oliver, Significant differences existed between students who 2001; Smith, 2007; Stipek, 2006). The number of at-risk attended the On the Block transition program and those youth in the United States is increasing, and this increase who did not for one end-of-course exam, science, and for is affecting the way schools operate (Baker, 2008). The report card grades in math, science, and English. There strategies and characteristics of these programs need to also was a significant difference in absences and office be shared with school districts’ leaders so that that they referrals between students who participated in the OTB can work to implement effective transition programs for program and those who did not. all students. 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