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Student and Stakeholder Perceptions of the Transition to High School

Student and Stakeholder Perceptions of the Transition to High School 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

Student and Stakeholder Perceptions of the Transition to High School

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Publisher
University of North Carolina Press
Copyright
Copyright © 2007 by The University of North Carolina Press. All rights reserved.
ISSN
1534-5157

Abstract

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.

Journal

The High School Journal – University of North Carolina Press

Published: Mar 10, 2008

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