A mixed method, longitudinal design was used to assess student and stakeholder perceptions of the transition to high school. Comparisons between parent and student perceptions revealed few differences and both groups were generally optimistic about entering the Freshmen Center. Following the transition, student perceptions exhibited important changes that point to a need for clarifying the academic, social, and organizational similarities and differences between the two grade levels. Interviews with school staff revealed concerns particularly about differences in high school assessment and disciplinary practices. Implications of the data and practical applications for high school transition programming are presented.
The High School Journal – University of North Carolina Press
Published: Mar 10, 2008