Ezell-Harding: Transitioning Students

Transcription

Running head: EZELL-HARDING: TRANSFER STUDENTS AND ACCLIMATION
Ezell-Harding: Transitioning Students and Acclimation
William Childers, Kelly Latham, Lauren Losey
Lipscomb University
EZELL HARDING: TRANSFER STUDENTS AND ACCLIMATION
Approval Page
This Capstone Project, directed and approved by a Juried Review Committee, has been
accepted by the Doctor of Education Program of Lipscomb University's College of Education in
partial fulfillment of the requirements for the degree.
By
William Childers
Kelly Latham
Lauren Losey
for the degree of
Doctor of Education (Ed.D.)
Juried Review Committee
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EZELL-HARDING: TRANSFER STUDENTS AND ACCLIMATION
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Capstone Project Author(s) Permission Statement
Childers, William
Latham, Kelly
Losey, Lauren
Doctor of Education
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Abstract
Transitioning into a new school can be a daunting task for students as they deal with the
academic and social pressures during the acclimation process to a new school. Students
transferring into Ezell-Harding Christian School in Nashville, Tennessee, are no different. This
mixed methods study was conducted to determine the struggles and difficulties of transferring
into Ezell-Harding Christian School by gathering data from transfer students, as well as to
provide recommendations for the school to consider in order to improve the retention rate of
transfer students in the middle and high schools. This research looked at both academic and
social conditions, which are determining factors in helping increase the retention of transfer
students.
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Table of Contents
Chapter I: Introduction to the Study
Overview
Problem Statement
Purpose of the Study
Conceptual Framework
Variables
Research Questions and Hypotheses
Scope and Bounds
Significance of the Study
Definitions
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Chapter II: Literature Review
Introduction
Students and Transition
Educational Options for Parents
Social Stress during School Transition
At Risk Transition
Gender and Race During Transition
Middle School Transition
High School Transition
Homeschool Transition
Existing Transitional Procedures
Student Retention after Transition
Psychological Aspects of Transition
Strategies for Implementing Transition Programs
Advisory Programs
Implementation Steps
Mentoring Programs
Role of the Mentor
Role of the Mentee
Summer Workshops
Student Tracking Systems
Summary
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Chapter III: Methodology
Research Design
Purpose Statement
Demographics of Ezell-Harding Christian School
Ezell-Harding Population
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Data Collection Procedures
Instrumentation
Pilot Study
Variables
Analysis of Data
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Chapter IV: Analysis and Discussion
Introduction
Results
Quantitative Data Collection
Qualitative Data Collection
Connections between the Quantitative and Qualitative Data
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Chapter V: Conclusions and Recommendations
Summary
Findings
Conclusions
Limitations
Recommendations
Advisory Programs
Suggestions for Advisory Program Goals for EHCS
Creation Committee
Implement Advisory at the beginning of the year
Provide administrative support
Ensure teacher buy-in
Have a clear focus
Evaluation and revision
Student mentor program
Suggested Stages for the development of a mentor program at
EHCS
Summer academic program
Suggested Stages for the development of a summer tutoring
program at EHCS
Student Tracking
Ezell-Harding Christian School Student Tracking and
Intervention Program
Further Research
References
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Appendix A:
Appendix B:
Appendix C:
Appendix D:
Appendix E:
Appendix F:
Appendix G:
Student Likert Survey Questions
Student Interview Questions
Parental Likert Survey Questions
Ezell-Harding Transition Parent Interview Questions
Administration/Staff/Teacher Interview Questions
Research Participant Information and Consent Form
EHCS Parent Participant Information and Consent
Form
Appendix H: EHCS Administration, Faculty, and Staff Participant
Information and Consent Form
Appendix I: Memorandum of understanding between Lipscomb
University College of education and Ezell-Harding
Christian School
Appendix J: Human Research Certification
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List of Tables and Figures
Table 1. Transition Students. This figure shows the descriptive statistics
and mean score for student data on GPA, Cumulative grading, SAT10, and EHCS entrance exam.
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Table 2.Transition Students. This figure shows the statistical significance
of incoming GPA on reading comprehension.
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Table 3. Transition Students. This figure shows the statistical significance
of incoming cumulative grade on reading comprehension.
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Table 4. Transition Students. This figure shows the descriptive statistics
and mean score for the year one GPA based on the incoming GPA.
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Table 5. Compares the year 1 cumulative grade average to incoming
cumulative grade average.
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of the relationship between reading comprehension on the EHCS
entrance exam and the SAT-10.
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of the SAT-10 scores year one to the GPA of year two.
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Table 8. Transition Students. This figure shows the statistical
significance between incoming GPA and year two GPA of middle
school students.
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Table 9. Transition Students. This figure shows the mean rank and if
averages were <,>, or = to one another when comparing the incoming
cumulative grade average and year two cumulative grade average.
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Table10. Transition Students. This figure shows the statistical
significance, observed power, and partial Eta squared for the year two
GPA based on year one GPA and incoming GPA.
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Table 11. Transition Students. This figure shows the mean rank and if
averages were <,>, or = to one another when comparing incoming
cumulative grade average and year one cumulative grade average, as
well as, year one cumulative grade average and year two cumulative
grade average of the transfer students in the high school at EHCS.
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Figure 1. This figure shows the student’s responses to academic workload
at EHCS, 2013
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Figure 2. Sense of Belonging Student. This figure shows the student’s
response to feeling that they were part of the EHCS community.
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Figure 3. Extracurricular Activities. This figure shows the student’s
response to extracurricular activities.
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Figure 4. Religion and Acclimation. This table shows the student’s
response to the Likert survey question regarding religion.
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EZELL HARDING: TRANSFER STUDENTS AND ACCLIMATION
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Chapter I: Introduction to the Study
Overview
In 1973, Ezell-Harding Christian School (EHCS) opened in the Tusculum Church of
Christ building. The following year, seven grades were filled with 217 students and a staff of
fourteen in a building located on Bell Road in Nashville, Tennessee. During the 2012-2013
school year, EHCS has a total enrollment of 633 students (J. Suttles, personal communication,
January 28, 2013). Ezell-Harding continues in the same location, with over 30 acres of land.
Included in the school are three academic levels: elementary, middle, and high school (EzellHarding Christian School: History, 2012). The high school is a member of the Tennessee
Secondary School Athletic Association, and its middle school is a member of the Tennessee
Middle School Athletic Association (TSSAA, 2012). Athletic teams and programs consist of
baseball, basketball, cheerleading, cross country, football, golf, soccer, softball, tennis, track &
field, and volleyball (Ezell-Harding Christian School: Athletics, 2012).
The founding goal for EHCS was to establish a Christian school in the south Nashville
area; the originators desired to develop a school that taught both academic and spiritual subjects.
The school believes that it exists to teach young people God’s revealed will to man through the
Bible and to encourage them to grow (Ezell-Harding Christian School: About Us, 2012). The
mission is to encourage students to become life-long Christians and scholars.
The students of EHCS are from diverse academic backgrounds. There are those who
come from environments where they are homeschooled, while others are from local private or
public schools. The student body is also demographically diverse. The total student body is
comprised of 633 students with 58% White, 29% African American, 3% Asian, 2% Hispanic,
4% Bi-Racial, and 4% Other. Thirty-two percent of the students who attend EHCS stated their
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religious affiliation is Church of Christ, while the second largest religious affiliation is Baptist,
with 26%. The rest of the religious affiliations for students attending Ezell-Harding are 12%
Christian faith, 3% Methodist, 9% nondenominational, 2% Presbyterian, 2% Catholic, 1%
Nazarene, 1% Pentecostal, and the last 12% choosing to not declare their religion or are below
one percent (J. Suttles, personal communication, January 28, 2013). For those newly enrolled at
EHCS, the culture, climate, expectations, and atmosphere can be an adjustment. While many
students find smooth transitions, others never become acclimated and leave school to continue
their education elsewhere.
Problem Statement
Each year Ezell-Harding Christian School receives many new enrollees. Students who
transfer to EHCS may come from public schools, homeschools, non-religious private schools,
and other private schools. After their first year, many were not re-enrolling for a second year.
The school leaders observed that the students transitioning into an independent school after
attending a public or homeschool were having a difficult time adjusting academically and
socially to the new environment.
One element of transition that may be daunting for new students entering Ezell-Harding
is the required entrance exam, which determines place in grades seven through eleven. The
exam can be overwhelming for a new student hoping to do well in order to gain entrance into the
grade-appropriate courses. Another element that may cause tension during the transfer is the
standard assessments students are required to take. While all students transferring to EzellHarding would have taken standard assessments prior to the transition, the stress from the new
school may cause an additional strain possibly influencing the results on these particular tests. In
the eighth grade, students take the SAT-10 exam (E. Workman, personal communication, Sept.
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17, 2012). At the high school level, students are required to take the ACT, ACT Plan, and the
PSAT. These exams may cause pressure for newly transitioning students, considering the tests
are designed to track a student’s academic growth and achievement (B. Pruitt, personal
communication, Sept. 17, 2012). Based on the academic pressures new students face, the
researchers attempted to determine how long it takes for each to become acclimated.
The purpose of this study is to determine how well transfer students adjust to the
academic and social environments at EHCS and how long it takes them. Upon data collection,
possible program recommendations will be discussed for the EHCS administration that will help
make the transition for incoming students more streamlined. This study will provide the school
with quantitative and qualitative data associated with the adjustment period of new students in
order to communicate how to help transfer students find both academic and social success at
EHCS. Additionally, this study will reveal data that will support recommendations for how
Ezell-Harding could help students adapt to the independent Christian and academically rigorous
school culture. This study will examine whether or not students who are newly enrolled at EzellHarding High School are acclimating well to their new environment, are able to handle the new
academic workload, and are meeting the same standards as those students who have been
enrolled at Ezell-Harding for the entirety of their academic careers.
The independent variable of the research is the school the student previously attended.
Data will be gathered on students previously homeschooled and students known as “lifers,” or
those who have attended Ezell-Harding Christian School since kindergarten. This variable will
include students who previously attended private school in a non-religious setting, students who
attended another private religious school, and students who previously attended a public school.
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Lastly, the extraneous variables are gender, ethnicity, socioeconomic background, age, and
religious background.
The dependent variables are the student’s current test scores, student GPA, and score on
the Ezell-Harding entrance exam. Other variables include student SAT-10 exam scores, ACT
scores, ACT Plan scores, PSAT scores, and ACT Explore scores. Additional variables are
membership in extracurricular activities at Ezell-Harding, membership to extracurricular
activities at their previous school, and the reasons that led the student to enroll at Ezell-Harding.
Conceptual Framework
The theoretical framework of how transitions directly affect individuals and the
corresponding academic and social repercussions guided this study. Transition, and how
students deal with transition, was the focus through which the research questions were devised,
the survey questions were created, and the data were collected and analyzed for this study.
As discussed further in the literature review, Barber and Olsen (2004) supported their theory of
student strain during transition. There is substantial evidence to suggest that student academic
and social functioning declines during times of great transition. This is most often seen as
students move from fifth to sixth grade, as well as eighth to ninth grade. Barber and Olsen
(2004) found that students going through middle school transition seem to suffer the most as they
leave behind a smaller, more nurturing environment in elementary school. The new school risks
are seen in the possibility of weakened teacher pedagogical abilities, more rigorous grading
standards, and an increased anonymity due to school size. Eccles et al., (1993) believed that
students actually “developmentally regress” as they move through this new transition (p. 92).
The researchers titled this stage of transition, “strategic environment fit” (p. 92). Eccles et al.,
believed that if a student is not ready to transition, or is placed in an environment not conducive
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to their development, the negatives will far outweigh the positives. In this new transition, it is
believed that the student ability to search for greater autonomy and personal connections with
peers is stunted. Barber and Olsen (2004) went on to find that the high school transition could be
just as difficult as the middle school transition. Students involved in their first year of transition
in high school could have lower grade point averages, find decreased school support, increased
school hassles, and be less likely to be involved in an extracurricular activity (Barber & Olsen,
2004, p.10).
Campbell-Wilder (2009) also supports the findings conducted by Barber and Olsen on
student transition. The researcher found that students moving through adolescence are
characterized by their struggle for independence, while still needing parental guidance for
support. The study found that students moving through transitions do so in three phases:
“ending, neutral, and a new beginning” (Campbell-Wilder, 2009, p. 28). According to the
researcher, the ending phase consists of the time period in which the student is coping with the
end of a growth period in life. This is when the student is mourning the loss of the old school
environment and attempting to prepare for the new environment. The neutral zone is the
uncomfortable stage where a transition student is between moves. This often, but not always,
occurs in the summer as the student waits to start the new school year. Campbell-Wilder (2009)
suggests a student in the neutral zone may feel lost as they anticipate their new future in a new
school. A new beginning marks the final stage. In this phase, the student may feel anxious and
unsettled as they learn the new culture of their school.
Transitions can be difficult for anyone at any age, but when young adults who are
transitioning into adulthood must also transition into a new physical and psychological
environment, many issues can arise. Since the focus of this study is to determine how students
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adjust to transitions both academically and socially, it has also been taken into account the
psychological aspects the transition and subsequent acclimation process have on the student.
As summarized by Strine (2007), the national study conducted in 1994 by the U.S.
General Accounting Office stated, “…frequent school changes can lead to added stress, and at
worse, emotional problems such as anxiety, loneliness, and depression. Having to transfer
schools may be problematic and even traumatic for adolescents, and they could have academic
and social problems” (p. 11). Schools, especially privately funded schools which accept transfer
students, must take the student acclimation process seriously in order to keep their school’s
population steady as well as to ensure student success.
When taking into account student acclimation, one has to look at the research done by
Maslow (as cited in Strine, 2007); while Maslow’s studies were conducted in the mid-1900s,
their relevance in human behavior is still prevalent today. He believed when a person was
unable to adjust to a society, one could look into the person’s past to determine where the need
for belonging was denied (Strine, 2007). Strine (2007) noted that Maslow believed that “only
when individuals are anchored in community are they able to develop self-esteem and the belief
in their own self-worth as individuals and as part of the collective whole” (p. 14-15). The idea is
that once the student’s basic needs are met, the process of belonging can begin.
The psychologist, Adler, following in the path of Maslow, spent his career studying the
idea of the sense of belonging. As stated by Strine, Adler believed in the idea of a person being
connected to a community as a “barometer of mental health” (2007, p. 17). This barometer is
tested once a student transfers into a new environment. If a student is rejected from the culture
for whatever reason, it can have a negative impact on the well-being of the student. Ansbacher
(1971) also summarizes Adler’s work in believing that man is not only a whole in himself but
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also a part of larger wholes. These larger wholes are represented in family, community, etc.
Ansbacher (1971) also stated that Adler refused to study humans as individuals because of his
belief that humans evolve around the culture in which they find themselves (p. 59). These
factors are important to note because students who transfer in and only stay at Ezell-Harding
Christian School for one year may be leaving due to a missed sense of belonging within the
school environment.
Piaget also performed extensive research concerning human development throughout the
1900s (Piaget, 1936,1963). He stated that cognitive development changes, as a child moves
through adolescence. He founded four specific stages where development accelerated, moving
into higher levels of thinking (Atherton, 2011). The first cognitive change, sensorimotor, occurs
around 18 months, the second level, pre-operational, occurs from ages two to seven, the third,
concrete operational, occurring from ages seven to eleven, and the final stage, formal
operational, occurring around 12 or 13 (Atkinson, 2010).
The majority of children transferring
to Ezell-Harding tend to be moving from the stage of concrete thinking, where they are logical in
their thinking process but cannot be abstract, to the stage of formal operational thinking, where
they are thinking at a higher level and able to question. Piaget also found that it was normal for
students to be egocentric during the adolescent stage as they worked to discover their own point
of view and opinions. According to Atkinson (2010), in analyzing Piaget’s research, he believed
that acclimation needs must be addressed in order for children to understand and thrive in the
new environment in which they were entering. In regards to the transition process at EzellHarding, the school should create programs that help students adjust and acclimate to their new
surroundings.
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Erikson concurred with Piaget’s conclusions in the 1960s. According to Erikson,
children of middle school age, 12 - 15, are moving through the greatest physical, emotional, and
social changes of their lives ("Erikson's stages of," 2013). Erikson called this transitional stage,
identity versus role confusion. He believed that early adolescents tend to be very self-centered,
demand a greater sense of autonomy, and have a greater focus on creating strong bonds with
peers instead of parents. This stage also includes the formation of what the child hopes to
become physically, socially, and psychologically (Atkinson, 2010). If transitions are successful,
the student tends to do well throughout his or her entire school career. On the other hand, if a
student struggles early on in his/her transition, it can go on to affect high school and college
adjustments as well. Again, Erikson’s research suggests why the transition period is vital to a
student’s success. If a student struggles to understand the new curriculum and culture at EzellHarding within the first year, the student may continue to find transitions difficult throughout
his/her academic career.
Not only do children need academic assistance as they transition, but they also need
social support because it is just as important. In 1958, Kohlberg transformed Piaget’s study with
nine hypothetical scenarios and conducted research on moral development. He later teamed up
with Colby and wrote a two volume book entitled The Measurement of Moral Judgment in
1987. Kohlberg’s theories were supported in 2005, when Krebs and Denton articulated three
conclusions. First, people should make moral judgments about all moral issues in the same way,
whether it is everyday life or hypothetical situations. Second, people should make moral
decisions about what they should do in the same way they make moral decisions about what
other people should do. Lastly, most of the variance in the structure of moral judgment should
come from within the person as opposed to external variables, such as the dilemma or context
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precipitating the necessary decision.” (Krebs & Denton, 2005). Students who transfer to EzellHarding from any other school bring with them a framework in which they will make decisions.
Variables
The independent variables of the research are the school the student previously attended,
the GPA and cumulative grade. Data will be gathered on students previously homeschooled and
students known as “lifers”, or those who have attended Ezell-Harding Christian School since
kindergarten. This variable will include students who previously attended private school in a
non-religious setting, students who attended another private religious school, and students who
previously attended a public school. Lastly, the extraneous variables are gender, ethnicity, age,
and religious background.
The dependent variables are the student’s current test scores, student GPA, student
cumulative GPA, and score on the Ezell-Harding entrance exam. Other variables include student
SAT-10 exam scores, ACT scores, ACT Plan scores, PSAT scores, and ACT Explore scores.
Additional variables are membership in extracurricular activities at Ezell-Harding, membership
to extracurricular activities at the previous school, and the reasons that led the student to enroll at
Ezell-Harding.
Research Questions and Hypotheses
This study is a mixed methods study in which quantitative and qualitative data will be
collected and analyzed. Six research questions and nine null hypotheses will guide the
qualitative and quantitative research. The six research questions are:
1. Is there a significant relationship between students' past academic achievement and their
ability to succeed academically at Ezell-Harding Christian School (EHCS) as measured
by previous and current GPA?
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2. Do previous social ties with students at EHCS impact the ease of the transition period
from the former school to EHCS?
3. Does participation in extracurricular activities impact the transition of the transfer student
in his/her acclimation to the new school?
4. At what point(s) during the first year did students feel the transition to EHCS was
difficult?
5. Is there a significant difference between the academic progress of the transfer student in
year one and the academic progress in year two?
6. Do previous religious ties impact the ease of the transition period from the former school
to EHCS for new transition students?
The nine null hypotheses are the following:
1. There is no statistically significant relationship between a student’s previous academic
success as measured by GPA or cumulative grade average and his/her scores on the
reading comprehension portion of the EHCS entrance exam.
2. There is no statistically significant difference between incoming GPA scores and year
one GPA scores of the students transferring into the middle school at EHCS.
3. There is no statistically significant difference between incoming cumulative grade
average and year one cumulative grade average of high school students who transferred
into EHCS.
4. There is no statistically significant relationship between a student’s score on the EHCS
entrance exam in reading comprehension and his/her score on the SAT-10 exam.
5. There is no statistically significant relationship between SAT-10 scores from year one
compared to year two GPAs in the middle school at EHCS.
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6. There is no statistically significant difference between incoming GPA and year two GPA
of the students who transferred into the middle school of EHCS.
average and year two cumulative grade average of high school students who transferred
into EHCS.
8. There is no statistically significant difference between year one GPA and year two GPA
when incoming GPA is used as a covariant of the transfer students in the middle school at
EHCS.
average and year one cumulative grade average; as well as, year one cumulative grade
average and year two cumulative grade average of the transfer students in the high school
at EHCS.
Scope and Bounds
The study focused on students in their second or third year of transition only. Instead of
working with the entire participant pool of students that transferred to Ezell-Harding Christian
School, it was decided to work with this specific transfer group. This transfer group was selected
based on the need for data collection of at least one school year of academic and social data.
This study consists of 39 students in their second and third year of transition into EHCS, as well
as four parents of transition students and 10 Ezell-Harding faculty/staff members. The study will
use comparative GPA data from the former school as well as the number of years enrolled at
EHCS. Data will also be collected from the EHCS entrance exam, as well as SAT-10 scores.
Finally, the study will look at membership of extracurricular activities, reasons for the student to
transfer into EHCS, academic rigor at Ezell, and the assistance of students, teachers, and staff in
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order to help transfer students acclimate to better understand if these play a role in a child’s
ability to transition.
Significance of the Study
The administration of Ezell-Harding Christian School may use the outcome of the
research to show parents of transfer students the related social issues involved with the transfer,
as well as the average time it takes a student to become successful academically. The school can
also use the data to identify the areas of difficulty students have acclimating to their new school
and to create programs to better target key areas to help students acclimate more efficiently.
Due to the lack of information regarding acclimation to private schools, this research will
provide a reference for private Christian schools. With additional knowledge of the problems,
which arise in transitioning students at Ezell-Harding Christian School, other private schools
may be able to use the same conclusions to help them create a transition program at their
school. This could help boost enrollment and provide opportunities for transfer students to easily
acclimate. This research could encourage schools to finance programs aiding the transitioning
students, which in turn may provide additional tuition funds for the school, due to increased
enrollment and retention of the newly transferred students for a second year.
Definitions
Acclimation: is defined throughout this research as a student will, upon entering a new
school, need will, upon entering a new school, need to adapt the culture and expectations of
his/her past experiences from his/her former school to the culture and expectations of the new
school. Once the student has achieved this adjustment, he/she has acclimated to the environment
(Prange, 2002).
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Achievement: is defined throughout this research process and paper by standardized tests
and is obtained when the desired result for every student demonstrates an increase in scores from
one standardized test to the next (Collom, 2005).
At Risk: is defined throughout this research as a student who typically has one or more of
the following characteristics. He or she may fear his/her own academic abilities, not see value in
education, have high absenteeism, lacks a relationship with peers and adults, and have low
academic performance (Astbury, 2010, p. 20)
Current Grade as of 2012-2013: is defined throughout this research by students who
were enrolled at EHCS ranging from grade 5 to grade 12.
Early adolescence: is defined from 10 years of age to 15, but in this study, refers to
middle school age students which range from 10 to 13 years of age (Focus Adolescent Services,
n.d.).
Elementary school: is defined in this study as kindergarten through fifth grade (EzellHarding Christian School: History, 2012).
Ezell-Harding Entrance Exam: is a test given to students entering into to EHCS in
grades 7-12. The reading comprehension stanine score was used in the analysis of data.
Grade transferred in to: is defined in this study as the grade level a transfer student
entered Ezell-Harding.
High school: is designated in this study as grades nine through twelve (Ezell-Harding
Christian School: History, 2012).
Homeschool: is defined in this study as neither public nor private schooling. This term
refers to students who are taught a set curriculum in their home or at an alternate site (Collom,
2005).
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Incoming cumulative grade average: is denoted by the calculations made for transfer
students who were enrolled at the high school at EHCS.
Incoming GPA: is denoted by the calculation of each student’s GPA the year before
he/she transferred into the middle school at EHCS.
Lifers: is a term in this study that refers to students at Ezell-Harding Christian School
who have been attending the school since kindergarten with no interruption in their attendance
(Ezell-Harding Christian School, 2012).
Middle school: is designated in this study as grades six through eight (Ezell-Harding
Christian School: History, 2012).
Private religious school: is defined in this study as schools that require tuition to be paid
by the student, but differ from other private schools in that a particular religious doctrine is
taught or embedded in the curriculum (Horowitz & Spector, 2005).
Private school: is not a public school. In this study it is defined as a school that is either
religious or nonreligious and requires tuition to be paid by the student in order to attend.
(Gauatm, 2011).
Public school: in this study are school that are funded by money from local, state, and
federal resources (Gauatm, 2011).
SAT-10 Exam: is defined as a nationally recognized achievement test, measuring a
student’s skill level in Reading, Writing, and Math ("Pearson Stanford achievement," 2012).
Traditional school: is defined in this study is another term for a public school (Gauatm,
2011).
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Transition: is defined in this study as the process of moving from one school to another
school. In this research, it is moving from a public school, homeschool, or nonreligious private
school to a private, Christian school (Transition, 2009).
Year one cumulative grade average: is defined by the calculation of the cumulative
grade average for the first year in which high school students had transferred in to EHCS.
Year one GPA: is defined by the GPA calculation for the first year a student had been
enrolled at the middle school at EHCS.
Year two cumulative grade average: is defined by the calculation of the cumulative
grade average for the first half of the second year of the high school students who had transferred
in to EHCS.
Year two GPA: is defined by the GPA calculation for the first half of the second year in
which a transfer student was enrolled at the middle school at EHCS.
16
Chapter II: Literature Review
Introduction
Young adults experiencing any type of transition typically endure a certain amount of
stress associated with said transition. Even though the purpose of this study was to help with
transitioning students into Ezell-Harding Christian School, upon further research into this topic,
it was discovered that the subject of transitioning into a private, Christian school had not been
researched to the extent of transitioning into public schools or colleges or universities. Due to
the specific subject of transitioning into a private, Christian school not yielding much literature,
the following literature review was based upon the specific subject of transitioning, whether that
means transitioning into a private school or public school, with an emphasis on the transition
being into a middle school or a high school.
The review of the literature is divided into areas that define the different stages or phases
transition students face. Each subheading details the varying degrees of change a student may
face during transition, as well as stressors that may be placed on students. The first area
describes the students in the study, as well as the type of transitions the study will be using to
define the research. The second through fifth subheadings detail the types of academic and
social stressors students face during a school transition. Each type of including middle school,
high school, and homeschool, is defined in the following subheadings. Last, existing transitional
procedures were evaluated along with an in-depth psychological perspective of students in
transition.
Students and Transition
Research read on this subject spanned decades regarding the struggles students face when
dealing with transitions, especially during the formative stages of their educational careers.
17
Whether or not students were successful through this change varied depending on the
circumstances surrounding the transition. Transition was defined as a “change or passage from
one stage to another” (Transition, 2009). Heath and Heath (2010) explained why transition can
be challenging. “In times of change, we need to remind ourselves and others, again and again, of
certain basic truths” (p. 175). In a time of strain, such as when a student is transitioning between
schools, it is important to continue reminding the student why the change is important and how
the new environment will lead to success. Studies showed that many students struggled with
transition between grade levels. Barber and Olsen (2004) indicated that grades five through ten
tended to be the hardest years of transition. Atkinson (2010) followed these findings by stating
that many students declined both academically and socially upon moving between elementary
and middle school. Langenkamp (2010) defined transitions students move through as they
acclimate to a new school and find new social ties. These transitional periods were often marked
when a student moved from elementary school to middle school, or middle school to high
school. Finally, a transition was described as a student transferring to an entirely new school,
whether this was a new district, a change from public to private school, or non-secular to secular.
Given the nature of this research, the study will focus solely on students transitioning after
transferring to a different school.
There were several aspects of a new school or grade that were thought to pose risks to
students during their transitional period. Barber and Olsen (2004) stated that often they included
whole class tasks, difficulty finding peer groups, stricter grading standards, change in the size of
a school, and changes in the grading standard. Another factor not often mentioned was that of
lower teacher efficacy. Barber and Olsen (2004) found that not all teachers were well prepared
in their pedagogical and subject specific skills; in turn they were unable to teach students in an
18
effective manner. As students transitioned to new schools, they dealt with teachers that had
different styles of teaching, as well as abilities to teach. Each time a student moved grade levels
or schools, he/she had to relearn the new teaching method of the teacher. Campbell-Wilder
(2009) found that students with multiple school transitions were far more likely to have
achievement loss from move to move, which also placed them at a higher risk of school dropout.
According to Atkinson (2010), while academic and social performance declined, student
self-perception lowered as well during this transition year. It was found that transitions were
more difficult for younger students, due to the psychological and physiological changes felt from
ages 12 to 15, as well as a lack of experience dealing with large adjustments (Atkinson, 2010).
It was difficult to change schools and find friends, causing anxiety as one searched to make
social ties. According to Barber and Olsen (2004), a move from a smaller to a larger school
could make the environment feel less personal, with the child often feeling lost or unimportant.
On the other hand, the transition to a smaller school could be intimidating or threatening if the
student felt as if he or she was constantly watched and had lost a sense of autonomy (Barber &
Olsen, 2004). School transitions, specifically from public to private or vice versa, could bring
about different grading scales, challenging the student more or less than before.
Strine (2007) found that students in grades K-12 transferring into a new environment,
especially one where social roles had already been established, caused “emotional confusion in
the life of the adolescent” (p. 1). In the study, “The Role of Participation in School-Sponsored
Sports in Assisting High School Transfer Students to Gain a Sense of Belonging”, Strine pointed
out that the “sooner a new student feels a sense of belonging and connectedness, the more likely
that student will remain at that school” (p. 2). The researcher’s suggestion was that the earlier in
19
the transition the student began to participate in extra-curricular activities, the quicker the student
would feel comfortable, which Strine pointed out was the first step in the transition process.
In order to better understand how a student handled a transition, Campbell-Wilder (2009)
divided this transformation into three phrases: ending, neutral zone, and new beginning. The
ending phase involved the student’s motional change as he or she realized his/her past was
slipping away. The researcher’s study revealed that the student recognized that he or she was
leaving the environment he/she once knew. There was an attempt to cope with the end and
understand that he/she must let go of the familiar. The second phase, neutral zone, was often
experienced during the summer. The student left behind his/her old school and faced the
daunting challenge of preparing for his or her new life. The student may have dreamt about the
new school or questioned what was yet to come. The final phase of the transition was a new
beginning. Campbell-Wilder concluded that this was a period marked with feelings of anxiety
and confusion. The student was learning to let go of the past and focus on the new school
environment.
Research suggests that transition is not always negative for young adolescents.
According to Weiss and Bearman (2007), some students find the change exciting, wanting a
chance to start over. A new school allows the student freedom to find new friends, engage in
new extracurricular activities, and start with a clean slate academically. Research conducted by
Weiss and Bearman (2007) discovered that students who struggled academically in eighth grade
benefited from changing schools where most of their former classmates did not attend. Middle
school to high school transition can also be a time where peer engagement expands. As the
student moves through adolescence, he or she is searching for more autonomy from parents and
creating closer ties with peers. This transition can also help the student become more aware of
20
his or her true identity. It can encourage the child to figure out his or her personality and not
hide behind peers. Not only does the student get a new beginning for personal reasons, but also
the faculty is allowed to see this student in a new light. According to Weiss and Bearman (2007)
a new school offers an opportunity for a student to feel less isolated and start anew.
Educational Options for Parents
Even though this research does not specifically focus on school vouchers, many states,
including Tennessee, are debating this idea. Such a policy could increase enrollment in private
schools by making them an even more appealing option to parents and students. There would
also be an influx of new students into private schools, and if these schools are not prepared to
help the transitioning student and family, the families will take their voucher elsewhere.
Gauatm (2011) stated, “Education is any act or experience that has a formative effect on
the mind, character or physical ability of an individual” (p. 63). Gauatm studied the variables
that impacted the enrollment of students in private independent and religious schools in
comparison with public schools. He maintained that in order for any type of private school to
maintain student enrollment, there must be a marketing strategy in place. The four main factors
that determined student enrollment and retention into private institutions were print media,
electronic media, public relations, and school appearance. The public perception of the school
and its students played an important role in the decision many parents and students made in
choosing one particular private school over another.
Gauatm (2011) believed that “Education is [defined as] the process by which society
deliberately transmits its accumulated knowledge, expertise, values, and skills from one
generation to another” (p. 63). School-age students in the United States have four choices in
which to procure their education: public schooling, religious private schooling, non-religious
21
private schooling, and homeschooling (Gauatm, 2011). Clive Belfield (2004) attempted to take
each of these options and dissect the type of students each of the four choices attracted. Belfield
noted that the idea of public versus private schooling was an increasingly tempered topic because
of the various studies on the efficiency and effectiveness of each choice.
Horowitz and Spector (2005) examined the impact of the education received at public
schools, private religious schools, and private schools on the individual once he or she reached
college. The researchers attempted to do this by studying the students enrolled as freshmen at
Ball State University located in Muncie, Indiana. The researchers made their intent very clear in
the first paragraph of their research article when they stated, “School vouchers have become one
of the most contentious issues in educational reform” (p. 189). School vouchers would allow
parents to choose the education that best suits their particular child’s needs; thus creating
controversy because both sides of the debate have strong opinions regarding the significant
increase or decrease in educational reform a voucher system would have. While most
researchers who studied the difference between public and private education looked at education
itself, Horowitz and Spector chose to look at the impact education had on the future success of
students. They state, “After all, high schools are supposed to prepare their students for success
after they leave high school” (p. 190).
While the focus of the research was on college performance, the authors did note the
differences and similarities in the SAT and ACT scores of all of the groups associated with this
study. The study confirmed that students who attended a private school (religious or otherwise)
scored significantly higher on the ACT than their public school counterparts. There was also a
statistically significant difference between the SAT Verbal scores of religious high school
22
students and those who attended public schools; however, there was no statistically significant
difference between the SAT Math scores of the same students (Horowitz & Spector, 2005).
While the information gleaned from looking at the ACT and SAT scores gave Horowitz
and Spector (2005) a place in which to start, they chose to look at the impact each school had on
individual students after graduation and once enrolled in college. The study focused solely on
the GPA of each student to measure college performance of each subgroup; therefore, the
dependent variable was student GPA. The independent variables were listed as the age of the
student, the gender of the student, the number of credits each student had earned at the time of
the study, and whether the student attended a religious private school, a private school, or a
public school (Horowitz & Spector, 2005).
Using this formula, Horowitz and Spector found that students who attended a religious
private school had an increased GPA of 0.055 over those who attended public schools during
their freshman year of study at Ball State University (Horowitz & Spector, 2005, p. 193). The
researchers also noted that students who went to non-religious private schools did no better than
those who went to public schools. The researchers found that once the students reached their
junior and senior years of college, the difference between the GPA of all subgroups was
nonexistent.
Horowitz and Spector concluded that although the evidence seemed to indicate that
students who attend a religious private school score and perform better than their public school
and non-religious school counterparts, the difference lessened over time.
Social Stress during School Transition
Payne and Smith (2010) not only studied the academic strain a student went through
while in transition, but the social difficulties as well. It was suggested that the transition year
23
was affected by the social relationship between the teacher and the student. It was also argued
that the peer acceptance, or popularity of the student, affected the transition year, while others
still connected the transition year with the relationship between the parent and child. The
transition from middle to high school specifically can be a very challenging social change.
Students are now trying to fit in, search for their social position, and create new cliques amongst
a larger student body than before (Payne & Smith, 2010).
Barber and Olsen (2004) conducted research to determine what strains were felt as a child
transitioned from fifth to sixth grade. They collected data from 933 families, selected at random,
in the public school system of Utah (Barber & Olsen, 2004). They studied the families and
students for a year to see how a student handled the transition from elementary to middle school.
Data showed that the transition went smoother than expected. Of the 24 independent variables,
eight had statistically significant positive outcomes, while three had statistically significant
negative outcomes. The students had a higher self-esteem, lower levels of loneliness, and strong
support from their teachers, upon moving into the sixth grade. The adverse results from this
transition were seen in the rise of discipline problems and decline in grades.
Barber and Olsen (2004) further studied the transitioning students between sixth and
seventh grade. The results of this study were different from those seen in the previous year. It
was found that the students moving between the grades felt less support from their teachers,
lower self-esteem, higher parent-child conflict, and a continued decline in grades (Barber &
Olsen, 2004). Similar results were found when students transitioned between seventh and eighth
grade, as well.
Strine (2007) also examined the emotional transformation students faced when
transferring to a new environment. This study found that changes in school environment could
24
lead to problems such as “anxiety, loneliness, and depression” (p. 11). Strine also indicated that
“the sooner a student experiences feelings of fitting in, the more successful the student will be in
areas of academic and social accomplishment” (p. 66). In the research, 19 students from three
different high schools were interviewed as well as coaches and parents to determine the
perspectives of students during their transitional phase. The four categories in which he focused
were background, belonging, lessons learned, and relationship building (p. 66). Strine concluded
in the research that most students noted there was someone, a difference maker, who helped in
the transition process.
Because peer and social acceptance play such a strong role in transition practices,
Bronfenbrenner (1979), a pioneer in developmental psychology, stated that he believed that one
of the key details often overlooked were the interactions students have with the environment in
which they find themselves. Bronfenbrenner identified four systems of Ecological Theory in an
attempt to identify individuals within an environmental context. These systems, the
microsystem, the mesosystem, the exosystem, and the macrosystem, were on a separate
operating system and established their own norms within the environmental context. This
environmental system related to peer mentoring when broken down and placed within context.
In the study, Grillo (2012) summarized Bronfenbrenner’s systems in context:
In thinking about how Bronfenbrenner’s theory applies to peer mentoring,
the microsystem, or small functioning setting, of peer mentoring is the individual
in his environment in the school. The mesosystem, the bigger setting, is the
interaction of how the peer actually connects to his school. The exosystem, which
represents an outside setting, does not directly affect the peer because it is not an
25
environment in which he interacts. Finally, the macrosystem is the larger social
context such as the society outside of the student’s school environment. (p. 13)
According to Grillo, Bronfenbrenner theorized that a third party, outside of the
transitioning student and the school, served as a social model for interaction. The extent of the
interaction depends on the relationship between the peer and the peer mentor (Grillo, 2012).
Grillo (2012) suggested that Bronfenbrenner’s theory directly related to the theory of
social learning in that all individuals learn by observing and then modeling their peers. A peermentoring program allows the experienced peer to transition his or her expertise of the
environment onto the person being mentored. The successful interaction between mentor and
mentee can only occur when the relationship between the two is allowed to grow (Grillo, 2012).
In 1994, the U.S. General Accounting Office conducted a national study of schools and
the individuals they serve. What they found was an increase in student academic and emotional
stress, which they associated with the increase in student transitions throughout their formative
school years. This study stated that numerous changes to a student’s academic environment
could lead to the student feeling “anxious, lonely, and depressed” (Grillo, 2012, p. 1). Taking
into account the psychological issues a student may face upon transferring schools is imperative
to the success of the student as well as the longevity of the student’s enrollment at the school.
This is especially important for privately funded schools, as they receive most of their revenue
through tuition payments.
When taking into account student acclimation, one cannot ignore the research done by
Maslow (1943). Studies show that even normal transitions, such as those from middle to high
school, can be difficult for students in general. When a student is removed from his or her
support system and social community in a non-transitional year, the transition could be
26
extremely unsettling. Maslow believed that every person has specific social needs, and when
those needs are not met, a person loses his or her sense of belonging. Strine (2007) noted that
Maslow believed that “only when individuals are anchored in community are they able to
develop self-esteem and the belief in their own self-worth as individuals and as part of the
collective whole” (p. 14-15). Maslow’s ideas can be summarized to state that once the student’s
basic needs are met, the process of feeling a sense of belonging can begin to anchor itself.
Adler, who also studied the idea of belonging, believed in the idea of a person being
connected to a community as a “barometer of mental health” (Strine, 2007, p. 17). When the
emotional barometer is already high in the life of a physically and psychologically adjusting
teenager, combined with the added element of acclimating oneself to a new environment, the
emotional scale is tipped. If an incoming student feels as if he or she has been rejected by the
school’s social environment, the student’s emotional well-being could be compromised, thus
causing the student additional stress, as well as an additional transfer.
In further support of both Maslow and Adler, Piaget identified four stages concerning
human development (Piaget, 1963). The first cognitive change, sensorimotor, occurs around 18
months, the second level, preoperational, occurs from ages two to seven, the third, concrete
operational, occurring from ages seven to 11, and the final stage, formal operational, occurring
around 12 or 13. In support of Piaget’s findings, Atkinson (2010) suggests that students who
transfer during the stage of formal operational thinking are able to question themselves and their
environment; therefore, they are more apt to not only question the transition itself, but the new
environment as well. According to Atkinson (2010), Piaget’s research deemed that acclimation
needs must be addressed in order for children to understand and thrive in the new environment in
which they were entering.
27
Erikson followed a similar path as Piaget in studying child development. However,
instead of creating four stages for human development, Erikson created eight ("Erikson's stages
of," 2013). The first stage occurs from birth through the first year while the child is learning
basic trust versus mistrust. In this stage the child is learning from his or her parents through their
nurturing environment. The second stage, ages one to two, is autonomy versus shame. It is here
that a child has the opportunity to learn new skills on his or her own, and the second stage is
often marked by defiance and temper tantrums. The third stage is initiative versus guilt,
occurring between the ages of two to five. In this third phase a child desires to mimic those
around them. The fourth stage ranges from ages six to 12 and is titled industry versus inferiority.
Here the child is finally outside of the realm of his or her parents and learning from new
environments, such as school. The fifth stage spans the early teens through the early 20s and is
identity versus role confusion. The child is now becoming a young adult, learning to navigate
the complicated path through adolescence. Erikson’s sixth stage is intimacy and solidarity
versus isolation, occurring between the ages of the mid 20s through early 40s. In this phase the
young adult is moving past early adolescence into young adulthood. The seventh is generativity
versus self-absorption or stagnation. This is one of the longest phases along with stage six,
spanning anywhere from the mid 40s to late 60s. This stage is marked by careers and possibly
major life changes. The final stage Erikson discovered was integrity versus despair, when one
enters the end of his/her life. In this final life phase a person is dealing with oncoming death
("Erikson's stages of," 2013).
According to Sokol (2009), Erikson’s fifth stage of identity versus role confusion is
similar to Piaget’s formal operational stage. Erikson states that adolescents tend to be very selfcentered, demand a greater sense of autonomy, and have a greater focus on creating strong bonds
28
with peers instead of parents. Atkinson (2010) also supports Erikson’s findings suggesting that
any disruption to the adolescent’s sense of autonomy can be devastating to the formation of what
the child hopes to become physically, socially, and psychologically. If transitions are
successful, the student tends to do well throughout his or her entire school career. On the other
hand, if a student struggles early on in his/her transition, it can go on to affect high school and
college adjustments as well. This is similar to Piaget’s theory that a child cannot progress into
adulthood until a smooth plan for transition has been created.
At-Risk Transition
While some transitioning students face academic struggles and others emotional strain,
there are many children who struggle with both of these issues and more. Children who fight
more than three major issues at school are often titled at-risk. At-risk children are classified in
many ways. Often they are grouped based on their academic standing. Children who are failing
more than two classes historically have been considered at-risk. Astbury (2010) suggested that
an at-risk child not only faces issues academically, but socially and psychologically, as well.
The researcher felt that students are deemed at-risk when they fear their own academic abilities
in this new environment. They may also question their ability to meet new friends, as well as
connect with the faculty. Other telltale signs in connection with academic and social issues are
high absenteeism, a lack of support from parents, failing grades, and a lack of the critical skills
necessary for math and literacy.
While the student’s behavior plays a role in the at-risk classification, the school
environment can also be blamed for placing the child in this situation. In many districts the
schools do not communicate with one another about at-risk children. There is very little dialogue
between school administrators attempting to meet the needs of the transition students (Astbury,
29
2010). Expectations for each grade level must be discussed openly in order for each grade level
teacher to better prepare for the transitioning students. Too much ambiguity may exist about the
child’s past experiences as he or she moves between schools. If the school administrators are not
openly communicating with one another, little can be done to help the transitioning students.
There also appears to be a disconnection as well in the creation of transition programs. There are
vast disparities in transition programs from district to district. Districts vary with the length and
detail put into transition programs. Some high schools offer a yearlong mentorship program,
while others only offer a day.
According to Astbury (2010), another issue students have when transitioning to high
school from middle school is that their class sizes tend to go up greatly, causing strain on a
student already struggling in school. A child can easily be lost in the shuffle of the freshman
year if he or she moves from a nurturing environment where the faculty were very familiar with
the student and his or her educational needs, to a more competitive environment where the
student moves quickly throughout the day to seven or more different teachers. Finally,
researchers have found that many high school administrators place their newest or most
ineffective teachers in freshman classrooms (Astbury, 2010). In many schools the poor quality
of freshman teachers is leading the students toward greater chance of becoming at-risk.
Astbury (2010) noted that many students transition into new buildings during their most
critical year of schooling, the ninth grade. This year has often shown higher failure rates, higher
dropout rates, more suspensions, higher absenteeism, and expulsions compared to any other high
school grade. Researchers have identified this as the most crucial year of a child’s education due
to three key elements (Astbury, 2010). Astbury found that the first major problem found in the
ninth grade transition year is poor academic preparation prior to high school. It was found that
30
many students leaving the eighth grade were not only unprepared to handle the academic rigor,
but struggled with the nightly workload associated with higher-level classes. The second
problem most often seen in the ninth grade year was high failure rates in math and reading. The
failure of academic classes at this early stage could plague a child as he or she attempts to
complete high school in four years. The student’s academic ability in math and literacy is
attributed to the preparation received during the eighth grade year. The third common element
plaguing ninth graders during transition was the social and environmental changes. It was
difficult for students to fit into the new school environment, especially when they were
transitioning into a much larger school. Astbury (2010) suggested this could be due to more
autonomy that is offered to students upon entering high school.
According to Astbury’s study, students were struggling as they moved into this new
environment. They were leaving behind a middle school that was often more nurturing in its
teaching style. Middle schools tended to provide more teacher-led instruction, with the goal
being to teach the whole child. Students often stayed within a small community of students and
few teachers throughout the school day. Middle schools provided a safe environment in which
the student was encouraged and able to experiment with learning.
High schools traditionally have not nurtured students in the same manner as middle
schools. Typically, the environment is far more competitive, encouraging individual and
intellectual growth from each child as opposed to the holistic approach in the middle grades.
The aggressive nature is not only found academically but socially as well. Students in this young
adolescent phase are beginning to judge themselves based on the perceptions of their peers; this
is where students begin to judge each other as well. The academic subjects are not united as
teams, but often each class has its own agenda and departmentalized feel. The student does not
31
have the same core group of classes and may not share one class with a friend. The class sizes
also become larger at the high school level (Astbury, 2010). High schools tend to lack the warm
environment that makes a student feel safe for trial and error, both socially and academically.
Gender and Race During Transition
Research conducted by Akos and Galassi (2004) indicates that a student’s gender or race
plays a significant role in a student’s ability to transition. Akos and Galassi also discovered that
girls suffered more than boys during their transition to middle school. It was believed that this
was partially due to girls maturing earlier than boys. As girls move through puberty, they begin
navigating the needs of expanding peer groups and greater academic abilities. It was also found
that girls tended to have more significant feelings of depression than boys as they transferred to
middle school. On the other hand, boys often did not hit puberty as early and tended to move
through middle school with greater ease. Upon transitioning into high school, girls typically
continued to struggle with their concern for fitting in both socially and academically, while the
boys began their transition struggles with sports, the length of class periods, and, for some, the
pressure from gangs (Akos & Galassi, 2004).
According to Akos and Galassi (2004), ethnicity also seemed to play a role during
transition. Minority students tended to have more intense feelings towards their new school
environment. It was found that African American students had significant academic
achievement loss after their transition from elementary school to middle school. Their grades
continued to decrease throughout their sixth grade year, along with a growing discontent for
school. It was also found that Asian American students felt a stronger fear than their Caucasian
counterparts as they transitioned from middle school to high school.
32
Akos and Galassi (2004) wanted to extend the research even further to see if gender or
ethnicity truly played a significant role in a student’s transition process. The researchers studied
one middle school and one high school in North Carolina for their research. From the middle
school, 173 students participated from the sixth grade. Of the students, 83 were boys, 86 were
girls, and four students preferred not to specify gender. The sample included 57% White, 19%
African American, 8% Asian American, and 8% Latino. At the high school, 320 students who
participated were enrolled in the ninth grade. One hundred and fifty-three were boys; 161 were
girls, with six choosing to remain unidentified. The sample from the high school was 76%
White, 10% African American, 5% Asian American, and 3% Latino. The sample size equally
represented both the gender and ethnicity of this school system. The researchers created a
questionnaire to assess the students’ perception of school transition. The questions centered on
feelings of connectedness and how helpful a relationship was between family, peers, or school
personnel in creating a sense of connectedness.
Akos and Galassi (2004) also found during their study that gender was not a significant
variable in the overall transition process. What was statistically significant were the gender
differences found in the feeling of connectedness. Girls stated a stronger feeling of
connectedness during the middle school transition. The researchers hypothesized that boys
might have felt less connected, and this was a reason for the drop in academic performance upon
entering middle school. The opposite was found for high school. Boys continued to feel more
connected than girls upon entering high school. Gender also played an important role in
determining who was most helpful during this transition. Significant data suggested that boys
felt a strong tie to family members who were not their parents and other students during this
transitional period. The data collected on ninth grade girls suggested a significant connection to
33
parents during the high school transition. It was believed that girls did not find other students to
be as helpful during this transition because girls tend to struggle more with peer groups at the
high school level (Akos & Galassi, 2004). It was proposed that schools should create social
support programs to specifically aid girls as they transition to high school.
Akos and Galassi’s study found no significance between a student’s transition in school
and his or her ethnicity. The one element that was substantial was found with Latino students
transitioning in both middle school and high school. Data suggests that Latino students found
transitioning to middle school more difficult than White, African American, and Asian American
students (Akos & Galassi, 2004, p. 108). In aiding a student through a middle school transition,
Latino students felt that school counselors were the most helpful. There was also a slightly
statistically significant result showing that African American students also found school
counselors to be helpful during the middle school transition. Again during the high school
transition, Latino students felt the strain of the new school, but felt that counselors were their
most valuable assets for assistance. Akos and Galassi (2004) believed that Latino students
struggle more than other ethnic groups due to differing cultural values. The researchers
suggested that schools should create transition programs to specifically meet the needs of
differing cultures represented at their particular school.
Middle School Transition
In an attempt to understand why transition tended to be difficult for adolescents Atkinson
(2010) studied why and how middle schools were created. The origin of the middle school
began in the late 1880s. They were originally called junior schools, created due to an alarming
number of students dropping out of high school. The idea behind the junior school was to aid in
the transition from primary to secondary school. The junior school only involved seventh and
34
eighth grades, but this concept did not work as planned. Roughly sixty years later, a more
modern concept of a middle school was created (Atkinson, 2010). The new middle school
changes included: the addition of the sixth grade, mixed educational curriculum ideas from both
elementary and high school, and a special environment fitting the needs for the early adolescent.
The main purpose for the middle school was to become a place for students to slowly adjust to
the new adolescent world.
Atkinson then worked to uncover why middle school transitions were deemed the most
difficult. According to Piaget and Erikson, children of middle school age, 12-15, are moving
through the greatest physical, emotional, and social changes of their lives (Atkinson, 2010).
Early adolescents tend to be very self-centered, demand a greater sense of autonomy, and have a
greater focus on creating strong bonds with peers, instead of parents. If transitions are
successful, the student tends to do well throughout his or her entire school career. On the other
hand, if a student struggled early on in the transition, it could go on to affect his or her high
school and college adjustments as well. In order to create a positive transition from elementary
to middle school, the adolescent has to feel supported both academically and socially. The basic
needs of an adolescent moving through a transition are strong relationships with teachers and
peers, the feeling of autonomy, and the ability to demonstrate his or her academic skills
(Atkinson, 2010).
A recent study conducted by Kingery, Erdley, and Marshall (2011) studied students as
they transitioned into middle school. The researchers looked at the acceptance of students by
their peers, as well as the social issues and academic performance while the students were in the
fifth grade. In the following academic school year, additional questions were asked of the same
students, and the data were used to determine if information found during the fifth grade year
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could predict certain characteristics of students during the sixth grade (Kingery et al., 2011). The
researchers used students in nine school districts, with a total sample of 363 students. There
were 175 boys and 190 girls, with 99% of the participant population White.
Once the sample size was complete, Kingery et al., (2011) created two different
variables. One variable consisted of the peer measures, which was then separated into peer
acceptance, friendship nomination/number of friends, and friendship quality. The other variable
was adjustment measures, and it consisted of loneliness, depression, involvement in school, selfconcept, academic achievement, and school avoidance. Upon completion of the data analysis,
the strongest correlation found was between peer acceptance and number of friends. The
correlation between peer acceptance and friendship quality, as well as the correlation between
number of friends and friendship quality, were also significant. Of the three peer variables, the
correlations between peer acceptance and the adjustment variables were the most robust. Within
that data, the highest correlations were between peer acceptance and the adjustment variables of
loneliness and academic achievement. Number of friends correlated significantly with
loneliness, self-esteem, school involvement, and academic achievement. Friendship quality
correlated significantly with loneliness and school involvement in data collected in both grades
but was only significant in self-esteem and academic achievement when the data were collected
the sixth grade year (p. 227).
Kingery et al., (2011) found that peer relationships prior to transition were found to be
statistically significant for both genders. The students’ feeling of peer acceptance in the fifth
grade made the transition to sixth grade easier. Students accepted by peers in the fifth grade
received emotional support as they transitioned to a new grade level. The students with a strong
peer group were more engaged in the classroom, felt a sense of belongingness, and were able to
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practice social skills. These strong peer groups also created more opportunities for students to
meet new friends after the transitions into sixth grade. Students were also making greater
academic achievements based on their higher quality peer association. On the other hand, data
indicated that students with low peer acceptance struggled during the period of transition. Not
only did these students suffer emotional side effects as they moved from fifth to sixth grade, but
they also struggled to meet the new academic requirements as well.
A third study concerning middle school transition was conducted in the state of Virginia
(Akos, 2004). The researchers followed 350 eighth graders as they wrote letters to incoming
sixth graders. The goal was to better understand what transition struggles incoming sixth graders
face as they navigate through a new environment. Many focused on the shifting schedule, the
use of lockers, the number of new teachers, and the new level of academic rigor involved in the
elementary to middle school transition. The researchers determined the focus would be from the
student’s point of view two years removed from the transition experience.
There were over 10,000 students participating in this writing sample, but the researcher
randomly selected 350 to follow. Once the students were selected, the writing responses were
divided into groups based on the emotional quality of the response (Akos, 2004, p.4). The
groups were then tabulated and coded into themes and placed into three categories: academic
themes, organizational themes, and personal and social themes. Academic themes included
academic demands, motivation, and behavioral tasks that lead to achievement. Organizational
themes referred to structure, procedures, and contextual elements in the environment. Personal
and social themes refer to individual qualities and peer and social structures (p. 4). Of the three
themes, organizational themes were the most frequently given in the writing responses of the
eighth grade students at 41%. Within the organizational theme, the concept of transitioning
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between new classes was discussed the most at 14% (p.6). The two other main ideas found in
the letters discussing organization were knowing how to use the lockers and being responsible
for your actions. Academic themes comprised the second largest category of letters, with most
students sharing advice regarding how to improve study habits (p. 6). Lastly, in the personal and
social category, most students discussed the importance of meeting new friends.
Numerous research models state that during any transition there is a certain amount of
disruption in peer relationships (Hutchins, 2008). Hutchins (2008) suggests that peer interaction
and disruption is especially true during the transition to middle school. The researcher attributes
this to three factors. First, “middle school students come into contact with new and unfamiliar
peers who attended different feeder schools” (Hutchins, 2008, p. 1). Second, Hutchins believes
that the more freedom middle schools students have to move around the building during schedule
class changes then the more they have the chance to seek out and make new friends instead of
relying on the classroom. Finally, Hutchins (2008) equates the disruption in peer relationships in
middle school to the “considerable reshuffling and reorganization of peer networks” (p. 2). Most
elementary schools limit students to one classroom with one teacher, therefore limiting the
number of eligible friends a person has. Once in middle school, students have a greater
opportunity to make new friends because of the open nature of the school itself.
Similarly, Gifford-Smith and Brownell (2003) believed that the formation of peer groups
within a new setting was determined by three distinct factors: propinquity, similarity, and
familiarity. Propinquity is in reference to the idea that the middle school students are more likely
to find and form social ties with individuals with whom they have frequent contact. Similarity is
the determination that student groups will formulate based on the similarity of the group.
Familiarity is in reference to the fact that when faced with a new environment, students will
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gravitate towards those they find most familiar or those with whom they have had previous
contact.
Akos (2004) confirmed the three main themes students faced during transition:
organizational issues, academic strain, and personal/social pressures. What was surprising about
this study in particular was the focus on the organizational changes students faced upon entering
middle school. This particular data had not been found in prior research (p. 7). Akos suggested
that schools focus on helping students making these organizational changes by creating smaller
learning environments within the school as well as having new students practice how to use their
lockers and make all of their classes in a timely fashion. Akos believed the frequency of
academic assistance during transition might be in relation to pressure from teachers. The
researcher believed this particular data was skewed. Finally, a new student orientation program
could support the transitional change due to personal/social pressures.
High School Transition
While less research has been conducted regarding the transitions throughout high school,
many of the struggles appeared to be similar to those seen in middle school. According to
Barber and Olsen (2004), students were found to have decreased attendance, delinquencies in
school, trouble relating to peers, and a need for autonomy. It was also found that student GPA,
school connectedness, and school support decreased during this transition. The transition to high
school culls similar fears in comparison with what the student felt upon entering middle school.
Often the larger size of the new high school, compared to the middle school, can cause anxiety in
the rising ninth grader.
Barber and Olsen (2004) tested their hypothesis that the transition to high school could be
just as difficult as the transition into middle school. The researchers used a longitudinal study in
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Utah. The study selected random participants for five years, with an equal split for males and
females. While Barber and Olsen had 90% participation rate in the first year, this fell to 71%
participation by the end of year five. All students in the study were either transitioning from fifth
to sixth grade or transitioning from eighth to the ninth grade. The students all received selfreport surveys by mail with instructions to assess their feelings toward their families, school, and
themselves. Upon completion of this study, it was found that as students transitioned from
eighth to ninth grade, they liked school less. They also felt less support from their teachers and
school administrators, a lowered self-esteem, lower classroom autonomy, and for females, a
heightened feeling of depression.
Langenkamp (2010) dived deeper into the social effects of the high school transition year
on academic performance. The researcher focused on three questions while conducting this
study. The first was whether or not the maintenance of middle school friendships protected the
students from low academic outcomes. The second question was whether or not close
friendships affected a low achiever’s transition positively. Finally, the researcher questioned if
the feeder pattern of blending multiple middle schools into one high school affected the social
and academic aspects of a student in transition.
Longitudinal research was conducted through the National Longitudinal Study of
Adolescent Health (Add Health) data in 2003. Add Health was a school-based survey of
adolescents ranging from seventh through twelfth grade, used in public, private, and parochial
schools (Langenkamp, 2010). The study consisted of randomly selected participants from the 80
high schools that took part in Add Health. The participants selected came from a wide variety of
backgrounds, ethnicities, and academic abilities. The purpose of this study was to investigate
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whether school bonds that were maintained during the transition from middle school to high
school protected the students from academic failure.
Langenkamp (2004) created two classifications of students struggling in transition. The
first definition was determined by the student’s placement in math. If the student was placed in
remedial math or pre-algebra, he or she was considered to be struggling in his or her transition
year. The second definition associated with struggling students was if a student failed any
subject in the first year of high school. The researcher also created categories to determine why
a student would struggle during their transition year by looking at social connections in middle
school. The first relationship was connected to the bond between the student and the teacher.
The second social relationship was whether or not their peers considered the student popular.
The researcher found evidence suggesting that social popularity did influence a student’s
math placement, as well as course failure. The study also found results suggesting that low
achievers were affected by their social popularity. It indicated that students with fewer friends,
who were low achievers, were often placed in lower math level math courses and were more
likely to fail a course (Langenkamp, 2004). There was no evidence to support that middle
school teachers played a large role in a student’s math placement or course failure upon entering
high school.
Homeschool Transition
Homeschools were legalized in Tennessee by statute in 1985, under Tennessee Code
Annotated § 9-6-3050, and amended in 2011 (“Homeschool,” 2011). Even though children have
been educated in their homes for decades in the United States, once compulsory attendance laws
became statutes, the number of students homeschooled began to decline (Jones & Gloeckner,
2004). Even though homeschooling was legal in every state, perceptions of those students who
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were homeschooled varied greatly among institutions ranging from high schools to colleges and
universities.
Many educational institutions question the validity of the homeschool setting and the
success of its students. Before allowing homeschooled students to enroll, many questions were
asked about homeschooled students seeking to attend Christ Our Savior Lutheran High School.
The high school was apprehensive about accepting homeschooled students and formed a solution
intended to help the school and students transition smoothly. Students were allowed to enroll
only part-time in the beginning to ensure the students acclimated well. Once this acclimation
period was over, some of those students were allowed to enroll full time (Prange, 2002, p. 208).
Due to the perception of homeschool students and whether they could adjust successfully
into a formal school setting, many schools have programs specifically for those students. Easing
homeschooled students into a typical school setting was the focus of research in not only the
United States but other countries as well. For example, in 2011, researchers in Australia
performed a qualitative study on three schools in Queensland. Even though this research was
conducted in schools of early education, the key concepts brought out in the research could be
applied to any transition from one school to another. This study looked at activities of transition
programs in three schools; the three principals for the schools were interviewed in order to gather
data of the programs (Noel, 2011, p. 45). All of the activities were gauged upon a five key
matrix:
1. Build relationships through the transition process.
2. Plan and work in partnership with key players.
3. Respond to the needs of the local communities.
4. Link children’s early teaming and prior knowledge with school.
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5. Evaluate and review plan (p. 45).
All three schools had examples of activities that fell under each of the key components of
the matrix. Two barriers were discussed in their conclusion. Even though the school made
attempts to help students transition, teachers were either unwilling or unknowledgeable regarding
the activities that would help their students. Also, all three administrators reported that they
could not reach all children, especially those who were in home or family care. These activities
were being advertised, but there were difficulties reaching students who were not enrolled in
public or private school settings.
In helping with the transition of homeschooled students into private school, acclimating
socially was just as important as academic acclimation. Parental involvement was noted as being
a very important factor in students being successful academically. This motivation, according to
Collom in his 2005 article, determined academic success in homeschool settings as well. Two
dependent variables were used in his research. They were the SAT-9 achievement test and a
combination of religious values, academic and pedagogical concerns, family lifestyle, and
dissatisfaction with the public schools. A total of 34 independent variables were used in the
research including race, gender, public school teaching experience, and self-reported political
identification. Of all the variables Collom used, only ten tested relationships were found to be
statistically significant. Collom observed students who had a higher number of siblings, students
who had highly educated parents, and students who were children of parents who affiliated
themselves with more conservative political views, did better in the reading section of the SAT-9
test. In looking at language scores, children in higher grades did better on average than those in
lower grades. Also, parents’ education and conservative political identification had positive
effects on language scores. Children who were from parents who were motivated to enroll their
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children in homeschool because of dissatisfaction of public schools did better on the language
portion. Lastly, in the math section of the SAT-9, children who were from the more conservative
family, when political identification was analyzed, received better scores in math.
Collom (2005) concluded that gender, socioeconomic status, teaching experience, race,
and class had no statistically significant relationship in determining the success of academic
achievement in reading, language, or math. The more educated the parents were and the higher
the level of academic achievement by the student were the determining variables. Collom also
noted that the homeschooled students with more conservative parents performed better on
standardized tests. Students achieved the lowest levels of academic achievement when parents
were motivated to homeschool their children due to family needs in contrast to students of
parents who chose homeschool because of their critique of public education practices.
How homeschool students were perceived by higher education institutions was the
primary question of research by Jones and Gloeckner (2004). Admission officers of four-year
universities, representing the entire Western and Rocky Mountain regions of the US, were given
a three part questionnaire concerning their perception of homeschooled students and their K-12,
traditional school counterparts.
Of the 35% return rate on their surveys, 74.5% of the four-year
institutions had specific guidelines that homeschooled students had to follow before being
admitted to the university. Some universities reported only accepting homeschooled students if
they had taken courses at a community college prior to their application. Others reported they
did not accept homeschooled students because they did not believe they were prepared for
college (p. 16).
The survey also asked the university officials their perception of homeschooled students
in general, their academic success, and the students’ coping skills while adjusting socially.
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Seventy-eight percent of the respondents said they felt homeschooled students would be as
academically successful their first year of college as students that had gone through traditional
schooling. The respondents felt that the social transition would be more difficult; with 43.6%
stating that homeschooled students would cope socially in their first year of college as well as
their traditional school counterparts (p. 18).
Additional research was conducted to determine if the campus setting played a role in
homeschooled students achieving academically and adjusting socially to a four-year institution.
Of three campus settings, rural, suburban, or urban, a one-way ANOVA test yielded no
significant difference between the admission officers’ expectations of overall success of
homeschooled students compared to students who were traditionally schooled. When the
research looked at homeschool students and their ability to cope socially their first year of
college, a one-way ANOVA test yielded a statistically significant difference between admission
officers on different campus settings (p. 19).
Existing Transitional Procedures
Campbell-Wilder (2009) found that in order to help facilitate the move, schools have
started implementing transition programs to aid the student both academically and socially.
While these programs were still in their early phases, they often centered on the procedural needs
of the student. This could consist of showing where lockers were located, how to move from one
class to another, and how to handle the new school workload. Other schools have developed
more inclusive tours with potential students shadowing someone for the day or week. Schools
have created yearlong mentorship programs as well in order to meet the academic and social
needs of the new student. The mentor programs partnered the new student with an upper
classman. The pairs usually met one another before school started, and then sporadically
throughout the school year at school-sponsored events or through extracurricular activities. A
final transition tool that schools used was a freshman advisory program. The advisory groups
tended to meet at the beginning of each day, focusing on the special needs of new students in
order to encourage positive transitions at the new school. Throughout the year, the students
might have discussed time management skills, learned good study habits, strategies for staying
organized, and how to prepare for assessments (Campbell-Wilder, 2009).
Research has also found that there is a stark difference between transition programs in
schools. Some schools offer a one-day freshman academy, while others provide up to a year of
transitional needs (Astbury, 2010). Research has shown that the more developed programs are
far more successful, specifically for the students already at-risk before the transition. One
suggestion is to give each transition student an adult advisor for the year. This person may be
any adult in the building, but most likely either a teacher or guidance counselor. He or she
would be the immediate adult in the school who could help the child if grades were slipping or
absenteeism became an issue. This advisor would also be in close contact with the parents,
either calling or meeting with the parents monthly for updates. Research has found that a close
relationship with an adult in the new school is key for success in the transition year (Smith,
2006). It is also suggested that schools focus their transition programs on the real needs of the
new students. It found that most programs are designed and led by educators leading one to
question whether or not the real needs of the new students are being met.
Whether or not a school creates a year-long or week long transition program, an early
intervention program is a key element for transitioning students. According to Astbury (2010),
not only is the ninth grade year critical for a student academically, this year is fundamental for
the student’s emotional tie towards staying in education. This early intervention program can
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46
begin with an advisor on campus. The advisor will check in with the student monthly, as well as
touch base with all of their teachers. Johnston (2010) suggests that not only will this advisor
look for academic progress, but also check number of absences, and social growth. The adult
will look to see if the student has joined any clubs or sports and is engaging in the school
community. This intervention program must be system wide in order to be successful. The two
transitioning schools must work together in order to catch any struggling students early on.
In South Grand Prairie High School in Grand Prairie, Texas, school leaders decided to
implement a transition program for incoming ninth graders. It was believed that this program
would provide significant changes to the students’ academic performances ("Smoothing
Transition", 2002). The twelve-week program consisted of activities during the first semester of
their freshman year. The first three weeks dealt with orientation to the course. Students were
introduced to all administrators, learned of available athletics and clubs, and took field trips
around the school’s campus. Throughout the next six weeks, students learned how to
communicate with both peers and adults, manage time, and set goals. The administrative staff
visited classrooms, sharing information about their own lives and personal aspirations. During
the final three weeks, students explored career possibilities and set educational and career goals.
Guidance counselors were involved in monitoring and updating the students’ academic plans,
along with parent meetings to discuss the academic path for each student. In the last few days of
the program, seniors shared with the ninth graders what they would do differently if given the
opportunity, and freshmen visited a nearby college. The purpose of this transition program was
to provide focus, monitor progress, support higher achievement and make learning relevant to
the students’ lives (p. 24-27).
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Another school system in Texas felt that a transition program was needed after two high
schools merged ("Ninth- and 10th-graders," 2002). The administration chose to initiate a
summer transition program. The program targeted 200 students and reserved 120 spaces for
students deemed to be most at-risk for failure. The program ran from 8:00 am to 1:00 pm,
Monday through Friday. Two class sessions met in the morning, one teaching students about
health and the other about teen leadership. In the health class, students learned how to not only
eat well and exercise to keep themselves healthy, but they also learned the value of keeping
mentally sharp as well. The teen leadership class focused on creative thinking, public speaking,
interpersonal skills, and time management. Students also visited a local college and participated
in a ropes course with the intent of learning teamwork and leadership skills. Students who
completed the courses were given two half-credits as a high school elective (p. 29-30).
In Kentucky, the Rockcastle County School District created a transition program they
called Crossing the Road ("Special Program," 2002). This program selected 50 eighth graders
who were the most at-risk of failure or dropping out of school. This program consisted of a
week-long summer program, as well as year-long after school sessions which focused on
academic and social adaptation to high school. This program had six main components.
The first component was “Step Up Night”. Each spring eighth graders and their parents
met with the high school staff to learn about the courses offered at the high school, how to
register, and scheduling concerns or problems. Component two was freshman registration. The
high school principals, guidance counselors, and the academic advisors greeted the incoming
freshmen. This core group, as well as the students’ current middle school teachers helped them
register for the ninth grade. The third step involved a shadowing day at the high school. The
principal of the high school scheduled small groups from the middle school to visit the high
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school during the school day and to sit in on classes. Students kept a journal in order to detail
their experiences. Component four was the summer program. This was a weeklong course for
students who were considered at-risk. Academic classes were taught by ninth grade teachers and
consisted of information about study skills, time management, and career awareness. The
students were given student handbooks, information on school procedures, student organization,
and extra-curricular activities at the high school. The fifth tenet of the transition program was
Orientation Day. This day consisted of all incoming ninth graders and their parents coming to
the high school. At this time, students were given their official schedule and met with counselors
to go over individual graduation plans. The final step in the six-component transition plan was
academic follow-up and support given to the students while still in the middle school. Each
Wednesday, high school teachers made themselves available for after school tutoring of middle
school students. The mentor students assigned to the freshmen participated in a trip to the
middle school, where they showed eighth graders a presentation with information about the high
school (“Special Program,” 2002, p. 33-34).
The Gates Foundation also supports the creation of transition programs for students. In
2009, with support from the Bill and Melinda Gates, the Summer Learning Association desired
to study and report on the quality of summer learning programs ("Summer Strategies," 2010). In
their report titled, “Summer Strategies for Successful Transitions from Middle to High School,”
ten best practices were elaborated upon in order to provide information for schools that wished to
implement a summer transition program. This in-depth summer implementation program is just
one of the key components to ensuring student success upon entering high school or any
transitional phase in education.
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1. Invest in the planning process. This included getting the best teachers from both middle
and high schools. The most successful programs provided learning experiences that
engaged students in advancing their reading, writing, and speaking skills through
authentic problems and projects (p. 1).
2. Provide an accelerated curriculum. The most successful summer experience was
committed to teach fewer standards but with greater depth. Multiple instructional
strategies were used, focusing on content in reading, writing, and math (p. 2).
3. Enable educators to engage youth. In this step, it was the teacher who received training
to ensure they were finding and implementing ways to engage all learning abilities (p. 2).
4. Encourage leaders to engage a cross-disciplinary team. This practice included career and
technical teachers. The collaborative teams would create lesson plans linking the reading
and math standards to authentic, hands-on projects (p. 3).
5. Teach the habits of success. It was suggested that each student spend 45 minutes four
days a week learning habits for success. These habits were good study skills, time
management techniques, relationship skills, goal setting, and literacy and math skills (p.
3).
6. Focus on the culture and learning environment. A culture of respect, fun, and enthusiasm
for learning must be established in a summer transition program (p. 3).
7. Seek parents’ commitment and support. Schools must encourage the parents to attend
school events, and assure the parents that the school is always open to them (p. 4).
8. Use summer to develop lead teachers and aspiring principals. Teachers and
administrators should be offered professional development in learning these best
practices (p. 4).
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9. Integrate technology into teaching and learning. The technology aspect of the transition
program could be used as a means for each student to begin an electronic portfolio of his
or her high school career (p. 4).
10. Use summer observations to inform school practices. While the summer transition
program was running, teachers in grades seventh and ninth would observe (p. 4).
Lorain (2012), former president of the National Middle School Association from 1996-1997,
wrote an article concentrating on the student transition to middle school. He concluded that a
successful program of transition to middle school involved all stakeholders: students, school
personnel, and parents. He suggested that transitional programs include incoming middle school
students to be involved in a variety of activities with the current middle school. These students
should visit the middle school and the activities must lessen the incoming students’ concerns,
build their confidence, and reduce their anxieties. Next, the high school should conduct an
orientation session. This orientation should be done through a class or a “buddy system” with a
current middle school student. School leaders should create activities that will involve students,
teachers, and parents. These events should focus on providing a positive message about middle
school, especially that it is safe and fun. All teachers, counselors, and staff members should be
aware of the concerns that elementary school students have, and middle school should never be
used as a threat or misplaced motivational tool for student achievement or behavior modification.
Also, middle school teachers should be aware of the developmental issues of the incoming
students. One way to accomplish this would be for the middle school teachers to visit the
elementary schools. Parents should attend a spring incoming parent night in order to meet their
child’s homeroom teacher and begin to establish a relationship with them. Parents should talk
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with their children about the upcoming school year in middle school and emphasize the positive
aspects of their new environments. During these talks, parents should watch for signs of
depression from their child and be ready to address them if necessary. Lastly, parents need to
learn about young adolescents and their developmental issues and stages. This will help them
understand the emotional and developmental process as the students transition to a new school
and to better interact with them in a positive way (Lorain, 2012).
In the early 2000s, the administration of Grundy County High School in Grundy County,
Tennessee, believed that a transition program for incoming freshmen was a necessity. With a
cohort dropout rate of 48% at the time, a transition program was needed in order to help in
providing a solution to the dropout problem. A team of administrators, teachers, and central
office personnel were assembled and created a program that had 10 elements. There were six
kindergarten through eighth grade elementary schools that fed into the one high school. In the
spring of their eighth grade year, students were bussed to the high school for classes with the
Project Early Start teacher. The curriculum consisted of lessons concerning the attendance
policy and the discipline policy, since those were different in comparison with their elementary
school. The students were given lessons on study skills, as well as descriptions of the various
clubs and extra-curricular activities. The descriptions had the name of the club sponsors, any
dues associated with participation, academic requirements, a brief explanation of the club and/or
activity, and reasons students could lose membership. A lesson on lunchroom procedures was
taught along with a visit to the high school cafeteria and a walkthrough of students going through
the serving line. In another visit, a tour of the entire high school would take place.
In order to ensure student retention of the information given, a faculty crossword puzzle
based on the high school and its faculty was given as homework. Near the end of the program,
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eighth graders would begin to create their schedules for the next school year. Teachers helped
them by answering questions as to requirements for different programs offered at the school. A
parent night occurred at the end of the program in order for parents to come and ask questions,
tour the school, and since students had their schedules, parents and students could go from class
to class following the path the student would be traveling when the student entered as a
freshman. Lastly, each teacher had to contact each student four times during the summer
following their eighth grade year, prior to the first day of school of their freshman year. This
would ensure a secure connection between the student and the teachers before the student began
to attend classes (C. Jones, personal communication, January 13, 2013).
Student Retention after Transition
Geyser (2003) examined the issues parents and students faced when making the decision
to leave a private religious school during the student’s middle school years. This study centered
on a private Lutheran school located in a large suburb of Dallas, Texas. According to the
research studied by Geyser, “Data from the National Association of Independent Schools
suggests that approximately 10% of students enrolled in a small, coed, private middle school are
likely to leave the school in any given year” (Geyser, 2003, p. 1).
Geyser’s research used the theories created by Tinto (1988). His theory details three
stages of integration and completion of a college program: separation, transition, and
incorporation. In the first stage, students attempt to break away from their past acquaintances.
Typically, during the second stage of transition, “the person begins to interact in new ways with
members of the new group into which membership is sought” (p. 441). In the last stage, the
student believes and acts as if he or she has obtained membership into the new community.
While Tinto’s research centered on college students, his research is relevant to a student entering
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any school for the first time. Just like college students, middle school students entering a private
religious school for the first time have left their previous community and entered a new one
where the “expectations, rules, and standards may be very different from that with which they
are familiar” (Geyser, 2003, p. 2). Students who do not evolve through the first two stages of
transition typically do not adapt well or feel accepted into the new school community.
In order to complete the study, Geyser (2003) had parents of any student who left the
school complete a one-page Likert-type survey. Thirty-one participants were identified and
mailed the survey along with an envelope in which to return the survey. Parents were also asked
whether or not they would be willing to participate in a phone interview concerning the reasons
why the student was not re-enrolled in the school. Fourteen surveys were returned.
The results indicated that the “primary reason parents in this survey decided to leave the
Lutheran school was the desire of their student” (Geyser, 2003, p. 5). The specific reasons given
by the parents were the philosophical difference between their religion and the schools, as well
as the differences in teaching strategies. Once a student entered the formative years of middle
school, the strict teaching of the Lutheran doctrine began to confuse some students when
compared to the religious studies they encountered at home and within their own churches.
Parents and students also felt that teachers were less willing to be flexible or to make
accommodations for students with specific learning needs. Another high-ranking reason why the
surveyed parents chose to remove their students from the school was the lack of extra-curricular
activities.
The conclusions of the Geyser study were that private, religious middle schools needed to
be aware of the physiological and psychological changes that are inherent in students of that age.
“Communicate, congregate, and connect” were the three areas of action suggested by Geyser in
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order to improve the school environment (Geyser, 2003, p. 7). To help with communication
between students and faculty, it was suggested that the school build time into the day where
regular communication could take place. Parental communication also needs to be completed in
a timely and personal manner. To address the social aspect of the transition, schools should
institute a period of time in the day where students are able to congregate. This could include a
social interaction program that “encourages the talents, interests, and abilities of all students”
(Geyser, 2003, p 8). This will allow each student the ability to find a place within the school
where he or she feels valued.
Swail (2004) detailed the complex world of student retention at the college level by
creating a matrix with which universities could model a retention program. Even though the
model is written with postsecondary institutions in mind, the framework seamlessly identifies
with private middle and high schools.
The model identified three factors associated with the retention of students; all of those
directly relate to private secondary schools. Swain (2004) identified those factors as cognitive,
social, and institutional. “Cognitive factors are important because they directly relate to the
student’s ability to comprehend and complete the academic portion” of the established
curriculum (Swain, 2004, p. 14). Also associated with cognitive factors is whether or not the
student’s academic strengths and/or weaknesses could be either reinforced or overcome. The
second factor, social, is “related to student persistence and performance” within the school
community (p. 14). The student’s ability to become a social entity within his or her new
environment has a clear impact on whether or not the student will continue his or her enrollment.
Third is the institutional factor. This “refers to the practices, strategies, and culture of the
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[school] that, in either an intended or unintended way, impact student persistence and
achievement” (p. 14).
Swail (2004) also believed that institutions must take into account the cost of student
attrition. This cost could be identified as monetary and social. Simply stated, when a student
leaves, the institution loses income. “If an institution can increase their enrolment, then they
have a more direct interest in serving as many students as possible. Thus, a “loss” in the system
is a loss in net revenue” (Swail, 2004, p. 10). Specifically, when a transitioning student leaves,
the institution is not only at a financial loss of the tuition, but the money spent on recruitment
and enrollment services as well. Other financial costs associated with student attrition are the
loss of alumni giving and the negative public relations. It has already been stated within this
research, “frequent school changes can lead to added stress, and at worse, emotional problems
such as anxiety, loneliness, and depression. Having to transfer schools may be problematic and
even traumatic for adolescents, and they could have academic and social problems” (Strine,
2007, p. 11).
In order for an institution-wide retention program to be successful, Swail (2004)
maintains that all stakeholders must be involved. First, institutions should rely on proven
research. Because of the effort and research that must be done to implement a retention program,
the program must include fact-based elements to ensure success. The second consideration that
should be made when implementing a retention program is whether or not the program suits the
needs of the campus. Swail (2004) said there is no “boxed retention program that works the
same on any two campuses. All efforts must be shaped to meet the specific needs of each” (p.
35). The retention program must also be institutionalized in order to become a daily part of the
school; this includes the ability to be self-sustaining financially. He went on to say, “Any
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successful effort must be institutionalized with respect to funding, policy, and practice” (p. 35).
The fourth way to ensure a successful implementation of a campus-wide retention program is to
involve all school personnel. The programs that have broad outreach among all stakeholders are
the most successful. Schools must also ensure that the program is student-centered. Many times,
the program is more about the perception of the institution instead of the student; these programs
rarely make any impact on student retention. Swail’s (2004) final piece of advice for institutions
implementing a retention program is that the school needs to be patient and sensitive to the needs
of students. Tinto (1993) emphasizes that “the whole student is the focus of a successful
retention program” (p. 173). He stresses that a retention program is not just for students who are
in a transitional phase within the school, but for students who seem to be embedded in the
institution as well. Lack of focus on all students does not increase retention rates for all students
and stakeholders.
In creating his retention program guidelines, Swail (2004) used Tinto’s (1993) seven
action principals of implementing a successful retention program as his beginning point:
1. Institutions should provide resources for program development and incentives for
program participation that reach out to faculty and staff alike.
2. Institutions should commit themselves to a long-term process of program development.
3. Institutions should place ownership for institutional change in the hands of those across
the campus that have to implement that change.
4. Institutional actions should be coordinated in a collaborative fashion to insure a systemic,
campus-wide approach to student retention.
5. Institutions should act to insure that faculty and staff possess the skills needed to assist
and educate their students.
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6. Institutions should front-load their efforts on behalf of student retention.
7.
Institutions and programs should continually assess their actions with an eye toward
improvement (p. 151).
Psychological Aspects of Transition
When looking at the transition and success of students, studies have tended to focus on
the academic aspects of the transition rather than the psychological ones. In this portion of the
review of literature, various theorists who focused on adjustment as a strong aspect to human
behavior will be introduced and discussed.
Maslow (1943) studied psychology and the theory of human needs beginning in the
1930s and carried through the 1950s (Posten, 2009). While this may seem to be an outdated
psychological method, Maslow’s hierarchy of needs is still relevant, especially when discussing
the comfort and behavior level of young adults. He believed that “most maladjustment and
mental illness in society could be found in the person’s past, which included the failure to gratify
the basic human need for belonging” (Strine, 2007, p. 14). Maslow (1943) found that “human
needs arrange themselves in hierarchies of pre-potency” (Maslow, 1943, p. 373). . . . “the
appearance of one need usually rests on the prior satisfaction of another pre-potent need”
(Maslow, 1943, p. 373). Through his study and observation, Maslow determined that humans
place “psychological needs over safety needs, safety needs over belongingness needs,
belongingness needs over esteem needs” (Posten, 2009, p. 348). These needs were defined as
deficit needs. He determined that “when individuals are anchored in community, they are able to
develop self-esteem and the belief in their own self-worth as individuals and as part of a
community” (Strine, 2007, p. 14). Therefore, it was theorized that a student can only fully
transition into a new environment once his or her basic psychological and safety needs are met.
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Once those basic needs are met, belonging needs become factored into the equation.
There are various levels of belonging one may feel at any given point and time and with any
given situation. All levels of belonging must be taken into account because this is where the
individual’s self-esteem is the most affected. Posten (2009) stated, “If the level of belonging in
the hierarchy model is low, or an individual is viewed negatively by peers in that group, he or
she may develop social anxiety and may withdraw toward a level of people in which he or she
fits in socially” (p. 350). The lack of belonging could have a negative impact on the student’s
socialization within his or her new school environment and peers; therefore, taking the student
longer to adjust to his or her new setting.
Similarly, Adler believed “humans are capable of extraordinary cooperation—living and
working together with the end objective of self-enhancement, self-fulfillment and mutual
contribution to the common good” (as cited in Strine, 2007, p. 16). He also foretold that if
humans did not find a way to work with each other in a cooperative manner, they could destroy
each other. He believed humans were interconnected with each other and with the world, which
they inhabited. He also stated, “The most important problem that humans face is discovering
how to dwell productively and peacefully as one on the planet” (Strine, 2007, p. 16). Like
Maslow, Adler knew the psychological needs of humans were encompassed in the environmental
structure. Students who were new or who had transferred into an established community had to
find a way in which to “cooperate” with their new peers in a way that proved beneficial for all.
Many researchers who have studied the works of Maslow and Adler have used their work
to call attention to the “importance of community connectiveness” (Strine, 2007, p. 17).
McMillian and Chavis (1986) summarized that
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In 1974, psychologist Seymour Sarason's seminal book introduced the concept of
“psychological sense of community,” and proposed that it become the conceptual
center for the psychology of community, asserting that psychological sense of
community “is one of the major bases for self-definition.” (p. 6)
McMillan and Chavis (1986) narrowed Sarason’s research into four main elements:
membership, influence, integration and fulfillment of needs, and shared emotional connection.
The first element, membership, was defined by McMillan and Chavis (1986) as having five
attributes: boundaries, emotional safety, a sense of belonging and identification, personal
investment, and a common symbol system.
Typically, individuals established boundaries based on differentiating factors, such as
common language and appearance in order to confirm those who were in and those who were
outside of the group. Students transferring into an established community may not be aware of
the established traditions of the new school; therefore, the membership of the incoming student
may be delayed.
The second element, influence, was considered as being very important to the group as a
whole, and especially to newcomers of the group. Members needed to feel as if they had an
impact on the group and its decisions; otherwise, there would be no desire to participate in the
group activities. This element, according to McMillan and Chavis (1986), was primarily
dependent on trust. As in Maslow’s hierarchy of needs, trust was an essential element for any
person attempting to become a viable member of any established society.
Integration and fulfillment of needs was the third element of McMillan and Chavis’s
(1986) proposed sense of community. The word “needs” was used because the researchers
referred to more than just what was necessary to keep the body functioning. These needs
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included what the individual wanted and valued. When transferring into a new situation,
individuals would need to feel as if they had achieved an “environmental fit” before their sense
of belonging could be established (p. 14).
In order for a community to be truly established and regarded as a social entity, the fourth
element, shared emotional connection, must be achieved. McMillan and Chavis (1986) listed
seven important features of shared emotional connection, citing relevant research for each:
a. Contact hypothesis. Greater personal interaction increases the likelihood that people
will become close (p. 8).
b. Quality of interaction (p. 8).
c. Closure to events. Ambiguous interaction and unresolved tasks inhibit group
cohesiveness (p. 9).
d. Shared event hypothesis. Increased importance of a shared event (i.e., a crisis)
facilitates a group bond (p. 9).
e. Investment. Beyond boundary maintenance and cognitive dissonance, the community
becomes more important to someone who has given more time and energy to it (p. 9).
f. Effect of honor and humiliation on community members. Someone who has been
rewarded in front of a community feels more attracted to that community, and if
humiliated feels less attraction (p. 9).
g. Spiritual bond. The authors admit that this quality is difficult to describe, but maintain
that it is "present to some degree in all communities" (p. 9).
All four researchers had a strong belief that if a person did not feel as if he or she were a
viable member of the group or was rejected for whatever reason, psychological problems and a
sense of loss could be experienced. Strine summarized Sarason when he stated that individuals
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become a part of groups with whom they have a strong connection and a sense of belongingness.
He stated, “To the contrary, segregation and other forms of cultural and societal rejection can
have a major negative impact on a person’s emotional wellbeing” (Strine, 2007, p. 19).
This was important to note when studying adolescents who were typically more
susceptible to feelings of stress and anxiety and required a sense of belongingness. Strine (2007)
alluded to the susceptibility of adolescence when he said, “If a youth’s network of relationships
cannot fulfill those needs, there is the tendency toward emotional distress, such as loneliness,
depression, anxiety, and anger that can eventually lead to dysfunctional behaviors and
maladjustment” (p. 20).
Goodwin, Mrug, Borch, and Cillessen (2011) continued the research as to how
connectedness translates to a student’s ability to transition. The researchers hypothesized that
students usually associated with peers of similar emotional levels. This study followed 367
adolescents to investigate prospective relationships between adolescents’ and their friends’
depressive symptoms in middle school and in high school. Peer selection was defined as
mutually reciprocated relationships between equals marked by self-disclosure and sharing of
personal and private thoughts and feelings, and in turn, shared interests, activities and behaviors
becoming more important for adolescent friendships, leading to a greater similarity between
friends at this stage when compared to childhood friendships. Socialization, for this study
specifically, was referred to as a process of friends influencing one another and becoming
increasingly similar in ideals and beliefs over time.
The researchers hypothesized that school transitions were likely to influence the selection
and socialization processes in adolescent friendships. They believed that when a new selection
process of peers began, it could cause disruptions in established peer groups. Because of the
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perceived disruptions in existing friendships and the greater opportunities for new friendships,
the effects of the selection process may be more prominent than socialization immediately after a
transition. With this impact on friendships, school transitions might contribute directly to an
increase in depressive symptoms (Goodwin et al., 2011). Goodwin et al. hypothesized that
adolescents would associate with friends who were similar in their levels of depressive
symptoms and would also influence each other to become similar in depressive symptoms over
time. They also predicted that selection effects would be stronger immediately following school
transitions due to the increased likelihood of new friendships being formed at those times.
Finally, it was believed that after school transitions occurred and the peer environment became
more stable, peer influence would increase in importance, at least among younger adolescents
more susceptible to peer influence.
In this longitudinal study (Goodwin et al., 2011), the cohort group was continually
observed from grades six through eleven. In the spring of each year, the students were invited to
participate in the research. In only the sixth grade, students who participated had to complete a
Children’s Depression Inventory (CDI). The CDI has 27 questions, all involving ideas of
depression. Students in seventh through 11th grade had their depressive symptoms measured by
the Beck Depression Inventory Short Form. This test has 13 questions and acts as a self-report.
Friendships between peers were based upon students nominating which students in their class
were their best friends and if the nominations were reciprocated by the other students.
The results of the first hypothesis showed that depressive symptoms in the first year after
a school transition predicted friends’ depressive symptoms a year later. These results indicated
that within the first two years in a new school, adolescents choose friends who had similar levels
of depressive symptoms to themselves. Results from the study showed that similarity in
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depressive symptoms contributed to the friendship selection process after a transition to a middle
and high school. The results were not conclusive to suggest that feelings of depression were
stronger in either the middle or high school transition year. It was suggested that friends
influenced each other over a one-year period to become similar to each other in their depressive
symptoms.
Strategies for Implementing Transition Programs
There are many research proven transition programs. In this section of the literature
review, a closer look will be taken at the programs available.
Advisory Programs. Brady (2012) stated, “Advisory programs are organized small
groups of students and teachers who meet regularly during the school day, providing a system of
individual supports for all students to enhance academic, career, and personal/social
development designed to enhance student success” (p. 31).
Although the term advisory seems relatively new to the field of education, advisory
programs are nothing new and have been around since the turn of the century (Borgeson, 2009).
Briggs (1920) believes they were created in order to provide various forms of guidance for all
students and to address the developing needs of students in middle school, which was founded on
the belief that “every student needs to have a relationship with at least one adult in the school
which is characterized by warmth, concern, openness, and understanding” (George & Alexander,
1993, p. 201).
Currently, these programs are needed more than ever because guidance counselors are
overwhelmed with the responsibilities they currently have, and becoming familiar with upwards
of 500 individual students is a daunting task (Borgeson, 2009). Advisory programs are
significant, especially for transferring students, because this scheduled time gives them a daily or
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weekly chance to interact with teachers and classmates on a level other than academics. An
advisory period is defined by Borgeson (2009) as a small group of students who meet on a
regular basis with an adult mentor who acts as a supervisor. For the purposes of this study and
recommendations, a sense of belonging will be defined as the extent of the student’s involvement
in the school’s community (Tinto, 1975). This includes peer relationships, participation in
extracurricular activities, and rapport with teachers. All of the research is clear in that advisory
programs, when implemented with fidelity, have positive results; however, each program should
be distinctive and match the goals of the individual school.
A developed sense of belonging has been proven to promote “higher academic
performance, lower dropout rates, and higher self-esteem” (Borgeson, 2009, pg. 5). This is
important because drop-out rates and school violence are on the rise. Borgeson (2009) believed
that “a sense belonging is important for success”, not just for the student but the school as a
whole as well (p. 5). Testerman said
For some adolescents, school is not a warm, friendly place. Some students who are
unsuccessful academically and who receive insufficient positive attention from peers and
adults start to act as though they were quietly invisible. Others in the same situation will
act out until they receive the attention – albeit negative – that they crave. (p. 364)
According to Meloro (2005), during the formative stage of life, children, regardless of
age, look for a role model in which to emulate. This gives them the opportunity to learn how to
act in various situations. Advisory programs are just one approach to ensure that each student is
introduced to a caring role model (Meloro, 2005).
Implementation Steps for the Advisory Program. A committee of interested teachers,
students, administrators, and parents needs to be formed in order to determine the specific
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components of the advisory plan. The first issue that would need to be addressed is the advisory
typology. There are multiple types of advisories ranging from structured, unstructured,
character-based, serviced-based, and academically based. The team must determine the vision
and expected outcomes of the advisory program before the type and structure is determined
(Brady, 2012).
The size of advisory groups must also be determined. If the advisory groups were
centrally based on community organization and service learning, the groups would need to be
larger (25-30) in order to fulfill the needs of the groups’ purpose. If advisories were meant to be
community building and culture creating, the groups would need to be smaller (10-20). Burns
(n.d.) stated
There is always much to be said for small advisory groups of 15 or fewer students
to each advisor. However, many excellent advisory activities actually run better
with a larger group, e.g., certain service projects, class meetings, and many games
or interactive activities. I suggest that every advisory select a partner-advisory for
activities in which paired groups enhance outcomes. (p. 2)
Group size is also related to how student grouping is done. Myrick et al. (1990) stated
that students should be placed into heterogeneous groups based on grade-levels, and these groups
should be kept intact for as long as possible or the remainder of the students’ education. This is
believed to be the best fit for most schools, because grouping students in the same grade level
ensures that students will be having the same experiences within the school, as well as needs.
Time allocations and scheduling also need to be determined by the advisory committee.
Time allocation is variable depending upon the planned activity, but most researchers believe
that meetings that last longer than 30 minutes do not equate to a lasting learning or bonding
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experience (Johnson, 2009). Just as important as time is scheduling. A dedicated, weekly time
must be established for advisory if positive relationships are to grow. While many argue that
advisories take away from critical classroom time, Watson (2009) states, “advisory programs
stemmed from the understanding that academic success was disillusioned if the developmental
needs of young adolescents were not met” (p. 26). Johnson (2009) also found that advisories
that were given a fixed time in the schedule had the most affirmative results because the culture
of the school was arranged around the advisory system.
Once the school year and the student acclimation process have been established, it is
difficult for any adolescent to redirect and accept a new concept. Implementing the advisory
program and establishing the scheduling aspects of the program from the very first day of the
school year will help ease the transition for students in transitions, as well as for students already
established within the school. Johnson (2009) believes that there should be critical planning time
established for teachers, administrators, and students in establishing implementation policy,
especially in the first year.
In order for the advisory program to be successful, “School leaders must understand,
fully support, and effectively lead any school improvement initiative by inspiring staff
motivation and creating opportunities for shared leadership in order for any new or existing
initiative to thrive and become a part of the school’s culture and essence that advances education
of all students” (Brady, 2012, p. 11). With the increasing demands of higher academic settings
and developing students with 21st century skills, administrators often fail to see the correlation
between positive adult interaction and relationship building within student groups to increased
test scores.
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Teacher resistance has long been listed as one of the main reasons behind the failure or
ongoing success of advisory programs. Brady (2012) believes that “some teachers see student
guidance as the sole responsibility of the school counselor instead of a shared responsibility” (p.
10). In 2011, the College Board, the National Office for School Counselor Advocacy
(NOSCA), Civic Enterprises, and Hart Research conducted a survey in which over 5,000 middle
and high school counselors were questioned regarding their training and the job requirements
they currently have. The study confirmed what has been known and understood by school
counselors for years. A distinctive gap between the responsibilities of a school counselor, mostly
those of an administrative or clerical nature, and the training they receive. The study also stated
that placing these administrative and clerical responsibilities onto the shoulders of the counselors
leaves them with minimal time to work with even at-risk students, much less students who are
deemed successful (Bridgeland & Bruce, 2011). Because of this, teachers must assume more
advisory and guidance roles within the school setting. Many teachers do not see themselves as
trained or qualified to deal with or handle at-risk or struggling students. They see themselves as
specialists trained in a specific discipline and unwilling or unable to handle duties “outside” of
their classrooms (Brady, 2012).
According to Johnson (2009), in order to have a successfully planned and implemented
advisory program, a school must plan backwards. The school should determine the outcome
expected and then design a program that meets the specific needs of the school and its students.
This focus will drive the planning and implementation of the advisory program and enhance the
overall culture the plan will bring to the school (Johnson, 2009).
Brady (2012) suggests that some of the factors that would need to be determined in the
initial planning and implementation phase are (a) if a specific curriculum will be purchased or if
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the advisory committee and teachers will be responsible for design and planning; (b) if all
activities will be done as a school or in particular groups; (c) how groups will be determined and
arranged; (d) whether or not advisories will be daily or weekly; (e) how advisories will be placed
into the daily schedule; (f) steps for monitoring and marking progress (Brady, 2012).
Sustainability is a large component when discussing any new model or strategy in
education. For advisories, the implementing school must determine what will happen when and
if advisors leave the school and how new students will be placed. There also needs to be
ongoing collaboration between the advisors and administration to determine if the model is
working or if the structure and course curriculum needs to be adjusted to fit the changing needs
of the school. Brady stated, “A critical piece to sustainability is to embed advisory into the
school culture and deciding what kinds of traditions will represent advisory” (Brady, 2012, p.
54).
Mentoring Programs. Richard (2012) defined mentoring as an ongoing relationship
with an older and experienced adult and a young person. Bretherton (1992) supports Richard’s
definition of mentoring in believing that it can provide a much needed adult relationship that
connects to the attachment theory. The attachment theory suggests that when individuals develop
relationships and personal bonds, they are more likely to feel secure in making new transitions
(Bretherton, 1992). Mentoring programs can help students become more independent learners,
learn to become their own advocates in their academic growth, and solve personal and universal
problems within the school. Mentors should act as positive role models and provide not only
academic support, but also personal support for the transition student as well. Formal mentoring
programs are ideal for the transition student in order to create an academic plan for future
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success. Highly developed programs often involve formal training for the mentors, prescribed
schedule for meeting times, and pre- and post- evaluation plans.
Role of the Mentor. Richard (2012) states that the mentor must serve as the person who
is willing to listen and be a role model for the student needing help through his/her transition.
This person’s aim is to guide the student to find success both academically and socially in his/her
new school. The mentor must be willing to always model appropriate behavior for the transition
student. Some of the factors that determine the role of a good mentor are: (a) being a loyal
confidant for the transition student; (b) teaching, guiding, and coaching the transition student; (c)
taking seriously the responsibility of caring for the transition student; (d) sharing sufficient
knowledge with the transition student; and (e) freely giving his or her knowledge to the transition
student (p. 25). It is the mentor’s role to help guide the transition student through the norms of
their new environment.
Role of the Mentee. Richard (2012) states that the mentee must also understand their
need to play an active and committed role in the mentorship program in order for there to be
success. The relationship between the mentor and mentee must be reciprocal. One of the main
reasons for success with this program is if the mentee feels they can speak openly and honestly
with their mentor. The mentee must demonstrate that they value the time their mentor puts forth
and recognizes the effort of the mentor in this process. Factors that determine good mentees are:
(a) their commitment to learning; (b) their ability to take charge of their learning; (c) their
commitment to reaching their goals; (d) their ability to learn how to problem solve; and (e) their
willingness to demonstrate a cooperative attitude (Richard, 2012, p. 33)
According to Smith (2012), the key for success in these programs is that they remain
comprehensive and do not become quick fix programs at the beginning of the year. The ideal
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timeline for a mentor/mentee relationship is at least one full school year. The connection
between an adult mentor and mentee is an important aspect of a school setting that is often
overlooked. One of the major successes for students during their transition occurs when bonds
are formed between adolescents and adults that are not their parents. These relationships can be
assigned by a formal mentor/mentee program, or may be created organically due to strong bonds
a student may have with a teacher, guidance counselor, or school administrator. This
mentor/mentee program can provide opportunities for support staff to develop stronger
relationships with students. It can also provide consistency during this transitional period.
Maclver (1990) found that successful mentorship or transitional programs have three
basic components: open and honest communication, social support, and collaboration. The
foundation for a successful mentorship program begins with the information provided by the
mentor to the mentee, parents, and all school support staff. Often these informational sessions
first start with the school counselor and the parents of the transition student before being
introduced to the transition student and future teachers. The mentor program also helps parents,
students, and teachers know how to appropriately navigate the new school transitions. Next, the
social support of the mentorship program provides comfort to ease the new student’s fears as he
or she enters this new transition in life (MacIver, 1990). The social aspect aids in the adjustment
period, helping the new student feel comfortable making bonds with both teachers and peers.
The parents also feel more connected to the new school if they are brought in to join school
clubs, such as the Parent Teacher Association. Finally, the communication between the mentor
and mentee, as well as communication between the new school and the parents, is key for this
program to find success. The mentor must establish open dialogue with the mentee from the
beginning in order for this relationship to be successful. This open dialogue will then extend
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beyond the mentor and mentee relationship to the teachers working with this new student, as well
as the parents.
Gaskin (1992) suggests that mentor programs help the transition students acclimate both
academically and socially. The adult mentor’s role is to be the academic coach, advisor, and
school advocate for the student and parents. The Benchmark Program in Media, Pennsylvania, is
an example of an exemplary mentoring program created to assist transition students as they
navigate the environment of their new school. This program was established in 1970 and assists
students with academic development in grades first through eighth (Gaskin, 1992). The goal of
the Benchmark Program is to develop independent learners who are aware of how to study and
prepare for school academically and have the confidence to apply these skills in their new
environment. The mentorship program at Benchmark is well established with set rules for how
each mentor/mentee relationship is formed. First, the potential adult mentor meets with all
stakeholders who have a vested interest in the child. These meetings may take several days and
include the school guidance counselor, the future teachers of the child, and the parents. During
these initial sessions, it is the mentor’s role to understand what needs this student may have upon
entering the new school year. The second step is then setting up a meeting with the new
transition student to discuss goals for the year. This initial meeting will set the foundation for
future sessions between the mentor and mentee. It is in this first meeting when the mentee
establishes how frequently to meet throughout the year. Usually the mentor/mentee session
occurs weekly for 15 to 20 minutes (Gaskin, 1992). The goal is that by the end of the first
transition year, the mentee is more independent and establishing good academic routines and
behaviors in the new school.
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Shepard et al. (2012) suggests other intervention programs that can be implemented
based upon the creation of a mentor system could resemble the program by Sunnyside High
School in rural Washington State. This school desired to create positive bonds with students in
order to have meaningful relationships between educators and students. This program at
Sunnyside High School centered on students who had not performed well academically, and in
many cases, who had first-hand knowledge of gangs, drugs, and violence. The teachers were
determined to meet the needs of these students and wanted the program to function as a learning
community to provide academic press and social support to reconnect students to the high school
in order to achieve graduation and post-graduation goals. The intervention program provided
opportunities for students to experience meaningful relationships, develop visions for the future,
and participate in personally rewarding academic and extracurricular activities. Success of the
program was determined by responses from students. Surveys given to students had responses
that discussed the impact of having someone in their lives that believed in them and truly cared
about them as individuals, accepting them in spite of their good or bad choices. Others reported
teachers calling them on the phone to check up and telling them not to miss days or they would
be behind. Students acknowledged that teachers believed they could succeed. Also, students
said that teachers had them work on projects that were fun and relevant. These things helped
open their eyes to available options that helped them “learn more and get further” (p. 51-52).
Shepard et al. (2012) concluded that the Sunnyside Intervention Program had shown a
remarkable ability to support students at risk. This program helped former unsuccessful students
be successful. They concluded that when students felt engaged, encouraged, and supported, they
participated more fully and experienced success.
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Summer Workshops. Sutton (2009) found that summer transition programs,
specifically in high school, could help transition students make long-term attachments to their
new environment. These programs also provide the first experience for transition students to
learn about their new school culture in a relaxing environment; a main goal for these programs is
to ensure that this initial encounter is positive. The Ithaca School District in 2004, decided to try
a summer transition program with 42 of their new students. The program was four weeks long,
but broken down into two two-week sessions, with one week off in between. During these
training sessions the new students studied English, math, science, and social studies in
preparation for the school’s curriculum in the fall. In conjunction with the academic workload,
the students wrote daily reflections about their strengths, weaknesses, and what they felt they
could offer this new school. The results of this initial program far exceeded the expectations of
school administrators, when over 90% of the students enrolled in the summer program
transitioned on to the next following year (Sutton, 2009).
A summer program would also allow for new students to work with their new teachers in
a smaller setting, create close bonds with other new transition students, and help the students
learn about the new school culture. Dedmond, Brown, and LaFauci (2006) suggest that
transition students need an all-inclusive long-term transition program in order to succeed both
academically and socially in their new surroundings. Due to the high levels of strain already
placed on adolescents during the years of eighth and ninth grade, it is of greater importance to
implement academic and social programs that provide support for the student before issues arise.
The summer program should include teachers, guidance counselors, administrators, parents, and
the transitioning students (Irvin & Mitchell, 2005).
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Lauer et al. (2006) also researched the importance of summer programs for transitioning
students. It was found that schools that provided summer enrichment programs help students
transition academically and socially to their new surroundings. In order for the summer
programs to be beneficial, they need to emphasize high learning standards. It was also found that
these summer programs should be kept small in order for the students to receive the one-on-one
attention that is necessary to adjust successfully to the new academic curriculum (Lauer et al.,
2006).
Research conducted by Smith (2012) also suggests that schools should proactively
prepare their students for a smooth transition. Schools that provided a well planned transition
program for students found a greater impact on how the students performed academically the
following school year. The most effective programs not only include the transition student and
teachers, but they incorporate the parents as well, to encourage collaboration at all levels.
Students who participated in these coordinated summer programs had higher GPAs and were
more likely to stay on track for graduation than students who did not participate (Smith, 2012).
In Smith’s study, grades seven through nine were the focus for summer student transition
programs. These years were specifically selected due to the tension of these transition years
between elementary to middle school and middle school to high school. The summer program
was three weeks in length, focusing on a curriculum heavy in math, reading, and science. Each
classroom utilized teachers the students would work with throughout the following year. The
goal for this program was to familiarize the students with the academic structures and to preview
the school and its curriculum (Smith, 2012). Upon completion of the research, Smith found that
summer transition programs provided students with an opportunity to work with small groups,
forming bonds with students and teachers before the year began. The summer boot camp also
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provided the students with opportunities to receive more attention from future teachers and to
better understand the norms of the new school.
Student Tracking Systems. Every school uses some system of tracking student data.
That data can come in the form of grades, attendance, clubs, extracurricular activities, etc. In
May of 2004, the U.S. Department of Education issued a report entitled, Creating Strong
Supplemental Educational Services Programs. In the report, ten pages were dedicated to giving
information on setting clear goals and tracking progress. They are:
1. Parents must be informed of the goals, campaigns, accountability measures, and
supplemental programs that are to be implemented in the school. This information
could be distributed through articles in the local newspapers, flyers, radio appearances,
refrigerator magnets, or postcard reminders.
2. Parents must be involved in creating the academic goals that the student is to achieve
for the school year. Another important goal for schools is to share the data with the
teachers, administrators, and counselors.
3. School will monitor the attendance of the students, which can be an early benefit for
looking at achievement results in the future.
4. School can consistently communicate with parents on the academic data.
5. Evaluate the student progress with benchmark assessments.
6. Survey the parents to see how they feel about the progress of the supplemental
program thus far.
7. Schools then reflect back on the implementation process and adjust based upon the
formative feedback from parents and the benchmark assessments (U.S. Department of
Education, 2004, p. 31-39)
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There are also extreme measures schools may take in order to provide proper intervention
for students that they deem “at-risk” of failing. On one end, schools can pull students and place
them in special programs away from their peers. One such program was created when Valdosta
State University and the Valdosta City Schools in Valdosta, Georgia partnered together in 2008
and created the Valdosta Early College Academy (VECA) (Gerber & Marek, 2012). This
program began with sixth and seventh graders and had two primary priorities. The school
wanted this program to have innovation that complemented the implementation of higher
standards and high-quality assessments that supported college access and success. This
organization created a target group of all sixth graders. Their first goal was to eventually have
the academy assist students in grades 6-12; therefore, their first objective was to add a new sixth
grade class every year, so that by school year 2014-2015, they would have students in grades six
through 12. Their second goal was to improve student achievement in all content areas,
specifically to eliminate, by the end of the 10th grade, the gap in achievement in all subject areas
between white students and black students within the academy. The third goal was to improve
high school graduation and college enrollment rates. After three years of data collection for the
VECA, there was a statistically significant difference found between the English/Language Arts
Criterion-Referenced Competency Tests score of the sixth grade academy students. The effect
size of the difference was 0.22, which was below their alpha rule of 0.05. According to the
findings of the researchers, the students within the academy were outperforming the students in
the traditional schools, and they felt that all of their efforts were meeting the goals that had been
set for the program.
Knoxville Christian School, just outside of Knoxville, Tennessee, has used RenWeb since
2008. A personal communication with Jim Fox, president of the school, revealed that RenWeb
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helped them avoid any surprises with students leaving. RenWeb allowed for back and forth
communication between the parents and the teachers. He said that teachers were able to see
when students were having difficulties, and teachers were able to call parents to schedule
meetings to discuss ways in which help, assistance, and/or tutoring could be provided to the
student. RenWeb helped to isolate problems that students might be having. Fox felt their parentteacher conferences were more frequent and productive due to RenWeb. Lastly, he felt this
communication and easy access to student information, allowed Knoxville Christian School to
have an 85% to 90% retention rate for the upcoming 2013-2014 school year (J. Fox, personal
communication, May 21, 2013).
Summary
All stakeholders must be aware of the characteristics of adolescents and the emotional
strain transitioning during this delicate time can have on certain students. Being prepared and
having procedures in place to ensure the success of all students, especially those in transition,
will aid in student motivation and achievement. Psychological theorists give much weight to the
idea that students cannot find social and academic success if their basic psychological needs are
not met. Strine (2007) stated “when individuals are anchored in community, they are able to
develop self-esteem and the belief in their own self-worth as individuals and as part of a
community” (p. 14).
The literature review produced numerous common themes when looking at how students
transition from one school to another. This review and development of information warranted a
mixed methods research study to determine how the transitioning students at EHCS acclimate
and what the administration of the school can do to ensure student success.
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Chapter III: Methodology
Research Design
In this mixed methods study both quantitative and qualitative research methods were used
to collect, analyze, and interpret the data. The quantitative data collection processes were
conducted through descriptive and causal-comparative research. Descriptive research is “a type
of quantitative research that involves making careful descriptions of educational phenomena”
(Gall, Gall & Borg, 2007, p. 300). Descriptive research was used in order to understand the
current situation of transfer students at Ezell-Harding Christian School (EHCS). Causalcomparative research is “a type of non-experimental investigation in which researchers seek to
identify cause-and-effect relationships between the independent and dependent variables” (p.
306). The causal-comparative research design was used to compare groups looking for a causal
difference between them. It was imperative in this study to find out whether or not transferring
into a new school affected a student’s academic and social development.
The qualitative design implemented was a case study. A case study is used in order for
the researchers to have an “in-depth” look into the real life settings of an environment while
getting the perspective of participants involved (Berg, 2009, p. 447). In order to collect the data,
a questionnaire was used with transfer students and their parents first. Once the questionnaires
were collected, one-on-one interview sessions were carried out in person or via phone
conversation. Interviews were also conducted with both middle and high school principals, the
president of Ezell-Harding school, the two school secretaries, five teachers from mixed middle
and high school backgrounds, and the school guidance counselor. The use of a case study
allowed the opportunity to collect qualitative data specifically from the participants through
individual interview questions, as well as collect quantitative data through a Likert scale. This
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was imperative when attempting to understand a new cultural shift for the transfer students as
they entered Ezell-Harding Christian School. Using this style of qualitative inquiry allowed for a
better understanding of how the participants were truly transitioning in their new school
environment.
Purpose Statement
The purpose of this study was to determine how well transfer students academically
adjusted to the EHCS academic environment. An additional purpose of this study was to
determine how well transfer students socially adjusted to the EHCS social environment. The
study calculated how long it takes transfer students to become acclimated, both academically and
socially, to EHCS. Upon data collection, possible program recommendations were discussed
with the EHCS administration that would help streamline the transition for incoming students.
This study provided the school with quantitative and qualitative data associated with the
adjustment period of new students in order to help communicate to transfer students and parents
the potential success the students can have at Ezell-Harding. Additionally, this study provided
data suggesting ways Ezell-Harding could help students adapt to the independent Christian,
academically rigorous, school culture. This study examined whether or not students who were
newly enrolled at EHCS were acclimating well to their new environment, were able to handle the
new academic workload, and were meeting the same standards as those students who had been
enrolled at Ezell-Harding for the entirety of their academic careers. This study was guided by
the following research questions:
1. Is there a significant relationship between students' past academic achievement and their
ability to succeed academically at Ezell Harding Christian School (EHCS) as measured
by previous and current GPA?
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2. Do previous social ties with students at EHCS impact the ease of the transition period
from the former school to EHCS?
3. Does participation in extracurricular activities impact the transition of the transfer student
in his/her acclimation to the new school?
4. At what point(s) during the first year did students feel the transition to EHCS was
difficult?
5. Is there a significant difference between the academic progress of the transfer student in
year one and the academic progress in year two?
6. Do previous religious ties impact the ease of the transition period from the former school
to EHCS for new transition students?
The nine null hypotheses for this research were:
H01- There is no statistically significant relationship between a student’s previous
academic success as measured by GPA or cumulative grade average and their scores on the
reading comprehension portion of the EHCS entrance exam.
H02-- There is no statistically significant difference between incoming GPA scores and
year one GPA scores of the students transferring into the middle school at EHCS.
H03- There is no statistically significant difference between incoming cumulative grade
average and year one cumulative grade average of high school students who transferred into
EHCS.
H04- There is no statistically significant relationship between a student’s score on the
EHCS entrance score in reading comprehension and his/her score on the SAT-10 exam.
H05- There is no statistically significant relationship between SAT-10 scores from year
one compared to year two GPAs in the middle school at EHCS.
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H06- There is no statistically significant difference between incoming GPA and year two
GPA of the students who transferred into the middle school of EHCS.
H07: There is no statistically significant difference between incoming cumulative grade
average and year two cumulative grade average of high school students who transferred into
EHCS.
H08: There is no statistically significant difference between year one GPA and year two
GPA when incoming GPA is used as a covariant of the transfer students in the middle school at
EHCS.
H09: There is no statistically significant difference between incoming cumulative grade
average and year one cumulative grade average; as well as year one cumulative grade average
and year two cumulative grade average of the transfer students in the high school at EHCS.
It is believed that there is a direct correlation between a student’s academic progress and
the rate of transition to Ezell-Harding Christian School (EHCS). It is also believed that the
student’s social success is directly connected to whether or not the new school transition is
smooth.
Demographics of Ezell-Harding Christian School
At the time this research was conducted, Ezell-Harding Christian School was a
kindergarten through 12th grade college preparatory school (Ezell-Harding Christian School:
About Us, 2012). The school was created to help fit the need for a Christian independent school
in south Nashville. When it first opened, in 1973, kindergarten through sixth grade was offered
to new students. As more monies were raised, grades seven through 12 were added during the
1976-1977 school year. The school’s curriculum followed a rigorous course of study, which was
defined in this research as the student taking a more rigorous academic path than that of the
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standard graduation requirements to prepare students for the future, while supporting them with
their religious needs. The Christian denomination of this school was Church of Christ. The
enrollment during the 2012-2013 school year for the middle and high school was 633 students.
The student to teacher ratio at Ezell-Harding was roughly 20 students for every one teacher. The
male to female ratio at the high school was almost balanced; 51% are female students, and 49%
are male students. The middle school showed similar gender demographics with 53% of the
student body being male, and 47% of the student body is female. Of the 633 students, 58% were
White; 29% were African American students; 3% were Asian; 2% were Hispanic students; 4%
were Bi-Racial, and 4% were Other. The religion in which 32% of the student body associated
themselves with, was the Christian denomination known as Church of Christ; this is the largest
religious Christian denomination in the school. The second largest denomination represented at
EHCS was Baptist, with 26% of the student population (J. Suttles, personal communication,
January 28, 2013).
Ezell-Harding Population
The population for this study were 39 transfer students in middle and high school, four
parents of transfer students, two Ezell Harding middle and high school administrators, two
middle school teachers, three high school teachers, one guidance counselor, both middle and
high school secretaries, and the president of Ezell-Harding school. Participation size differs
from the Likert scale survey numbers because in between the questionnaire and the individual
interviews, two students left the school, two students declined to continue with their participation
after the survey was given, and four parents declined to take part in the interview session. While
the student sample size may appear small, it is roughly 16% of the school’s student population
and 60% of the transfer student population. The student and parent participants in this study
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were in their second or third year of the school transition process. It was important for this study
that the participants were in their second or third year in order to compare academic and social
progress from year one to year two and year two to year three. Demographic data concerning
gender, ethnicity, grade level, religious background, and prior school before transfer were
gathered by EHCS staff members and added to this study by the researchers. Due to the small
sample size of student participants, it was pertinent to add the parent and school staff participants
in order to have a better understanding of how students transition academically and socially to
Ezell-Harding. It was believed interviewing all participants involved in a new school transition
would give the researchers more conclusive data.
The data were collected from all who met the conditions of the research, which included
students in their second or third year of transfer and completion of the parent approval form,
parents who had completed the parent research permission form, school administrators, teachers
and the guidance counselor who had completed the Ezell-Harding staff research permission
form. The first group of the sample studied came from students enrolled in sixth through twelfth
grade at Ezell-Harding Christian School in Nashville, Tennessee. These seven grade levels were
selected based upon the administration’s need to understand how transition students were
adjusting. The guidance counselor at Ezell-Harding, along with the Lipscomb research team,
collected student data such as gender, ethnicity, socio-economic background, age, and religious
background. The second group in the sample studied consisted of eight parents of children in
grades six through 12 at Ezell-Harding Christian School. Parent data, such as gender, ethnicity,
educational background, and age was collected through mailed questionnaires. The final group
in the sample size consisted of both middle and high school principals, five Ezell-Harding
teachers in middle and high school, the school’s one guidance counselor, both middle and high
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school secretaries, and the school president. Again data were collected for all EHCS
participants, using gender, ethnicity, years of experience, subject(s) taught, and age. The
research conducted on student transition both academically and socially at Ezell-Harding
Christian school used boys and girls, grades six through 12, in a Christian private school, located
in Davidson County, Nashville, Tennessee. The students selected for this study were all in their
second or third year of transition in their new school environment. The students represented 19
middle school and 20 high school transition students. Of the 39 students, 18 were female and 21
were male. The students selected for this study were ethnically diverse as well. There were 19
White participants, 18 African American participants, one Asian participant, and one participant
elected not to answer about his or her ethnicity.
Once the student participants were selected, parents of these students were also asked to
take part in the study. There were eight parents who participated in the Likert questionnaire, but
only four chose to be interviewed. The parents in the study were also ethnically diverse with six
White participants and two African American participants. The majority of the parents involved
in the study were female, with only two males taking part.
Ezell-Harding teachers and staff were the final group selected to help the researchers
better understand how students were transitioning to their new school environment. With regard
to the five teachers involved in this study, two were teaching at the middle school level and three
were teaching at the high school. Of the middle school teachers interviewed, one had 23 years of
experience, while the other middle school teacher had five years of experience. The first high
school teacher interviewed had 34 years of experience. Another teacher interviewed had 16
years of experience, while the last teacher interviewed had nine years of experience. The other
staff members involved were both middle and high school principals, both middle and high
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school secretaries, the school president, and the upper school guidance counselor. The middle
school principal had five years of experience in that position, while the high school principal had
two years of experience. The middle school assistant had five years of experience, while the
high school assistant had seven. Unlike the student and parent participants, there was no ethnic
diversity with the faculty and staff of Ezell-Harding; all participants were White. The study
consisted of eight female faculty and staff members representing Ezell-Harding and three males.
Data Collection Procedures
The study followed specific procedures in order to collect the data for each sample group.
First, IRB permission was obtained for the students, parents, and faculty/staff to take part in the
study. Next, related literature was selected to help guide and focus the study. This step was
constantly evolving throughout the data collection process, specifically looking for related
literature to create a questionnaire with Likert scale questions (Appendix A and Appendix C).
The transition students and parents gave responses to questions that were then given a numerical
value. The fourth step consisted of meeting with the clients to compose the scope and sequence
of the study. This step occurred several times throughout the study to ensure that the study was
progressing to meet the needs of the client. Once the IRB approval was established, a calendar
was created with deadlines to survey and interview all participants. The Likert questionnaires
were conducted for the students at EHCS, while the parents took the Likert questionnaire at
home. Due to the logistical difficulty of having parents meet at Ezell-Harding, the questionnaire
for the parents was mailed home and returned to one of the researchers in this study. Upon
completion of the Likert questionnaire, the data collected was entered into SPSS. The next step
was to gather SAT-10 data on all students participating in the study. This was then entered into
SPSS as well. The cumulative GPA or cumulative grade average status of each transfer student
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was collected next, followed by the data of each transfer student’s entrance exam score. Both the
cumulative GPA or cumulative grade average status and entrance exam scores were entered into
SPSS. The quantitative data collected and entered into SPSS consisted of the student’s current
GPA or cumulative grade average. Once all quantitative data were collected, the figures were
analyzed through SPSS. With completion of the quantitative data collection, the qualitative
collection process began with gathering data from the student, parents, and Ezell-Harding
faculty/staff participants. This collection process consisted of collecting and transcribing
responses to interview questions regarding the transfer process. The qualitative collection
process consisted of personal interviews conducted at Ezell-Harding school, as well as recorded
phone interviews. Finally, all qualitative data was analyzed before creating conclusions.
Instrumentation
Several diverse research instruments were utilized in order to have a better understanding
of how students were affected both academically and socially in their first two years during the
transfer process to Ezell-Harding Christian School. Students’ scores from the Stanford
Achievement Test (SAT-10) were utilized as an instrument to collect quantitative data. The
SAT-10 is widely used around the country, in both public and private schools, as a tool to
understand a student’s reading and mathematics comprehension; it was also used by EHCS as a
comprehensive exam for their students ("Pearson Stanford achievement," 2012). SAT-10 scores
were used in this study in order to understand a student’s academic progress in reading and math,
after one year’s time. The data was recorded based on the student’s composite score on the
SAT-10.
The students’ scores from the Ezell-Harding entrance exam were additional data, used in
order to understand how a student was adjusting to the new transition. There were two different
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entrance exams students took for acceptance into EHCS, depending on their grade level. The
first test was given to students entering grades seven through nine. The second test was given to
students entering tenth through eleventh grade. The test consisted of multiple-choice questions
covering topics ranging from math, reading comprehension, writing, and science. If a student
transferred before seventh grade, he or she was observed in a school setting by several members
of the school (Ezell-Harding Christian School: About Us, 2012). The reading comprehension
stanine scores of this entrance exam were the main focus.
A Likert scale questionnaire (Appendix A), was used in order to collect statistical data on
how students felt about their transition process. The survey consisted of 19 Likert scale
questions regarding how the student moved through the new school transition.
Finally, individual interview questions (Appendix B) were used in order to understand
social and emotional elements that come when transitioning to a new school. All student
interviews were conducted between one researcher and one participant in the administrative
building on Ezell-Harding’s campus. In an effort to safeguard the students’ responses, each
participant was interviewed privately, and his or her responses remained anonymous. The
interview consisted of 17 questions focusing on how students felt about their transfer experience
(Appendix B). In order to gather comparative data, the gender, age, and grade level of each
participant was recorded.
Varied research instruments were also used to garner a better understanding of how
parents handled the transition of their child in a new school. All parents involved in the study
also completed a Likert scale questionnaire (Appendix C) in order to collect statistical data on
how the parents felt during the transition process. The questionnaire consisted of 22 Likert scale
questions regarding why the student transferred to Ezell-Harding and the transition experience.
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The parents then took part in individual interview sessions in order to better understand how the
parents felt about their child’s transition. Each parent was interviewed privately either in person
on the Ezell-Harding campus or recorded through a telephone conversation and his or her
responses remained anonymous. The interview consisted of 10 questions focusing on why their
child transferred to a new school and how this transition experience had felt (Appendix D). In
order to gather comparative data, the gender, ethnicity, religion, relationship to child and highest
education level was recorded.
Finally, the middle and high school administrators, middle and high school faculty,
middle and high school secretaries, the president of Ezell-Harding, and the guidance counselor
were interviewed privately to gain a better understanding of how EHCS employees handled
transition students. All interview responses were kept anonymous, focusing on the transitional
tools in place at EHCS. The interview consisted of eight questions conducted either in person on
the Ezell-Harding campus or by phone and recorded (Appendix E). In order to gather
comparative data, the gender, ethnicity, religion and years of teaching experience were recorded.
Pilot Study
A pilot study was conducted to determine if the Likert scale survey for the Ezell-Harding
participants was a reliable source of data collection. This study was performed at a similar
independent high school and used students in their third year of transition. Twenty participants
were used for the pilot study. Twelve were female, while eight were male. All students who
took part in this pilot study were White, and ranged in age from 15 to 17. Upon completion of
the student survey, valuable feedback was received as to how to make the survey instrument
easier to understand. One student suggested rewording question two, after being confused by
what the question was asking. The student specifically asked if the question meant were they
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able to do the work or do the work well. The wording in question 16 confused five students in
the pilot study as well. These students all had the same concern of what “work hard” meant.
The wording of question 15 confused another student in asking how many times a student has
changed schools. This particular student wondered whether or not the change of school was by
choice. In all three circumstances, the students were unsure what the question was asking and
needed further clarification.
All three questions were edited after the pilot study, in order for
there to be greater understating of what was being asked. It was imperative that each EHCS
participant comprehend the questions in the Likert scale since the researchers would not be on
hand to answer questions at that time.
The interview questions were peer edited as well for consistency and understanding. Five
teachers were asked to read and interpret the interview questions. Of the five teachers
interviewed, three were female and two were male. Four teachers were White, while one teacher
was African American. All five teachers worked at the same independent high school in
Nashville, TN. The teachers interviewed had a wide variety of teaching experience, ranging
from five to 21 years. Two of the teachers interviewed had experience working in both the
public and independent school setting. One teacher interviewed had experience in three different
independent schools around the nation. All were asked to look for statements or questions that
could be considered confusing. One teacher mentioned that the order of the questions should be
different. They believed the interview should start with questions that were more concrete in
nature. It was suggested that questions one and five seemed to be connected since they both
concerned whether or not a transfer student felt a sense of belonging. Another teacher
recommended a change in the wording of question eight in regard to religious affiliation.
Instead, this teacher thought the question should specifically highlight that EHCS is a Church of
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Christ affiliated school. Several teachers questioned the wording of questions six, seven, and
nine, in that the word “think” was used. All three suggested that the researchers change these
questions to use more concrete wording. Finally, it was also suggested that questions six and
seven be combined since they were similar.
Variables
The independent variables are the transfer student’s previous school academic status, past
test scores, students’ incoming GPA for middle school students and incoming cumulative grade
average for high school students, and whether or not it was a public, private, or homeschool
environment. The extraneous variables are gender, ethnicity, age, and religious background.
The dependent variables are students’ first year GPA, students’ first year cumulative grade
average, students’ second year GPA, students’ second year cumulative grade average, SAT-10
scores from their first year of transitioning, and the reading comprehension stanine score on the
Ezell-Harding entrance exam. Additional variables are membership in extracurricular activities
at Ezell-Harding, membership to extracurricular activities at their previous school, and the
reasons that led the student to enroll at Ezell-Harding.
Analysis of Data
Data was analyzed both qualitatively and quantitatively throughout the research process.
Below is a description of how information for each research question and null hypothesis was
collected and used.
Research question one: Is there a significant relationship between students' past
academic achievement and their ability to succeed academically at Ezell-Harding Christian
School (EHCS) as measured by previous and current GPA? Information regarding student GPA
was gathered from the guidance office of EHCS. First, GPA of each transitioning student prior
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to enrolling at EHCS was assessed. Information was gathered and calculated as to the transfer
student’s current GPA. It was then determined whether or not there was a distinctive difference
between the two averages. Second, each transition student was asked during the interview phase
whether or not they believed EHCS offered a more rigorous academic environment than their
previous school and what affect that had on his or her grades. Further interview questions were
conducted with the transition student’s parents, to ask whether or not EHCS had more rigorous
academic standards than the previous school. Finally, the faculty and staff of Ezell-Harding were
interviewed to understand their opinion of the school being more academically rigorous than
surrounding public and private schools.
Research question two: Do previous social ties with students at EHCS impact the ease of
the transition period from the former school to EHCS? During the interview process,
transitioning students were asked whether or not they had any established relationships prior to
enrolling in EHCS. The question was then asked if students believed having those relationships
helped ease their transition and quicken their acclimation time. Parents of transitioning students
were also asked whether or not their child had previous relationships with students at EHCS.
Research question three: Does participation in extracurricular activities impact the
transition of the transfer student in his/her acclimation to the new school? All students were
asked on the Likert scale questionnaire and in person whether or not they participated in any
extracurricular activities at the school. The information from the Likert scale questionnaire was
then placed into the student database through SPSS. Each transitioning student was asked during
the interview process whether or not he or she participated in any extracurricular activities, and if
so, which ones. This information was also placed into the SPSS database. Once all information
was gathered, the data was assessed to see if there was a pattern based on the correlation of the
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answers to the extracurricular question and the question asking students to gauge their
acclimation time. This question was also asked of parents of transitioning students. The parents
who participated in the interview process were also asked whether or not extracurricular
activities made a difference in transition. Finally, the EHCS teachers and staff were asked
during the interview process whether or not extracurricular activities played a part in the
acclimation process of transitioning students.
Research question four: At what point(s) during the first year did students feel the
transition to EHCS was difficult? All student participants were asked this question about the
strain caused by transition. The answers were transcribed and placed into the database for
analysis.
Research question five: Is there a significant difference between the academic progress
of the transfer student in year one and the academic progress in year two? Information was
gathered from the guidance office of EHCS in order to answer this question. The data were then
gathered on each transitioning student’s GPA in year one and GPA in year two. Data were also
obtained using transitioning students’ SAT-10 achievement scores in year one and two. In order
to fully get the information necessary to answer this research question, the guidance counselor
was asked for his/her opinion based on each transitioning student’s success in the classroom.
Transition students were also asked during the interview process whether or not an improvement
in grades had occurred between the first and second year of enrollment at EHCS. Finally during
the interview process, parents were also asked whether or not they saw a significant difference
between grades in year one and year two.
Research question six: Do previous religious ties impact the ease of the transition period
from the former school to EHCS for new transition students? Transitioning students were asked
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during the interview process whether or not they considered themselves to be religious, and if so,
with what denomination do they most associate. Students were then asked whether or not they
believed that the religious nature of EHCS played a role in the transitioning student’s acclimation
time. Parents were also asked during the interview process whether they felt as if religion played
a part in the student’s enrollment and his or her success in transitioning to EHCS. Finally,
teachers and staff at the school were asked to determine whether the religious aspect of the
school helped or hindered the acclimation process of transition students.
H01- There is no statistically significant relationship between a student’s previous
academic success as measured by GPA or cumulative grade average and his/her scores on the
reading comprehension portion of the EHCS entrance exam. First, descriptive statistics will be
examined for skewness and kurtosis. The correlation coefficient will be determined in order to
see the direction of the correlation, either positive or negative. Then a simple linear regression
will be performed. The Durbin-Watson value will be analyzed to determine normality of the
residuals. The simple linear regression will be performed to generate an ANOVA table, which
will be used to predict the relationship between previous academic success, in both GPA and
cumulative grade average, and the score on the EHCS entrance exam.
H02-There is no statistically significant difference between incoming GPA scores and
year one GPA scores of the students transferring into the middle school at EHCS. Descriptive
statistics will be observed for skewness and kurtosis results to determine if the data are within
acceptable normal distribution range. A Levene’s test, or f-test, will be performed to determine
if there are equal variances with the data. A dependent t-test, or paired samples t-test, will be run
to determine any differences between incoming GPA scores and year one GPA scores of those
students transferring into the middle school at EHCS.
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average and year one cumulative grade average of high school students who transferred into
EHCS. Descriptive statistics will be observed for skewness and kurtosis results to determine if
the data is within acceptable normal distribution range. A Levene’s test will be run to determine
if there are equal variances with the data. A Wilcoxon Shared rank test will be performed if a
non-parametrical test must be run. A paired samples t-test, will be performed to determine any
differences between incoming cumulative grade average and year one cumulative grade average
of those students transferring into the high school at EHCS.
H04- There is no statistically significant relationship between a student’s score on the
EHCS entrance exam in reading comprehension and his/her score on the SAT-10 exam.
Descriptive statistics will be examined for skewness and kurtosis. This will be used to determine
normal distribution. A Pearson r result will be observed to determine either a positive or
negative relationship between the two variables. A Levene’s test, or f-test, will be run to
determine if there are equal variances with the data. A linear regression test will be conducted,
and the ANOVA generated from the test will aid in determining significance.
H05- There is no statistically significant relationship between SAT-10 scores from year
one compared to year two GPAs in the middle school at EHCS. Descriptive statistics will be
observed for skewness and kurtosis. The correlation coefficient will be determined in order to
observe positive or negative relationships between the two variables. A Durbin-Watson value
will be analyzed to determine normality of the residuals. The simple linear regression will be
performed and an ANOVA table generated to predict the relationship between year one SAT-10
scores and year two GPAs in the middle school at Ezell-Harding Christian School.
95
H06- There is no statistically significant difference between incoming GPA and year two
GPA of the students who transferred into the middle school of EHCS. Again, descriptive
statistics will be observed for skewness and kurtosis results to determine if the data is within
acceptable normal distribution range. A Levene’s test, or f-test, will be run to determine if there
are equal variances with the data. A Wilcoxon Signed ranks test will be conducted as the nonparametrical test if needed. A paired samples t-test will be run to determine any differences
between incoming GPAs and year two GPAs of those students transferring into the middle
school at EHCS.
average and year two cumulative grade average of high school students who transferred into
EHCS. Skewness and kurtosis results taken from the descriptive statistics data will be used to
determine if the data are within acceptable normal distribution range. A Levene’s test, or f-test,
will be run to determine if there are equal variances with the data. A paired samples t-test will be
run to determine any differences between incoming cumulative grade average and year two
cumulative grade average of the students who transferred into the high school at Ezell-Harding.
H08- There is no statistically significant difference between year one GPA and year two
GPA when incoming GPA is used as a covariant of the transfer students in the middle school at
EHCS. Skewness and kurtosis results taken from the descriptive statistics data will be used to
determine if the data is within acceptable normal distribution range. An f-test, or Levene’s test,
will be run to determine if there are equal variances with the data. A Wilcoxon Signed rank test
will be performed if homogeneity cannot be determined. An ANCOVA test will be run using
year two GPA as the dependent variable, year one GPA as the independent variable, and
incoming GPA and the covariate in order to find if any differences will occur with the data set.
96
average and year one cumulative grade average; as well as, year one cumulative grade average
and year two cumulative grade average of the transfer students in the high school at EHCS.
Skewness and kurtosis results taken from the descriptive statistics data will be used to determine
if the data is within acceptable normal distribution range. An f-test, or Levene’s test, will be run
to determine if there are equal variances with the data. If a non-parametric is needed, a
Wilcoxon Signed rank test will be used. A paired samples t-test will be run using two different
sets of data. One set will be incoming cumulative grade average compared to year one
cumulative grade average and the other set will be year one cumulative grade average and year
two cumulative grade average. The results of the paired samples t-test will be used to determine
any significant differences between the data that has a range covering three years.
97
Chapter IV: Analysis and Discussion
Introduction
This study accomplished what it set out to do when directed to provide data on transition
students at Ezell-Harding Christian School. Information was gathered from previous data
collection on students during transition and implemented throughout this study in an effort to
replicate past research. This was performed in an effort to understand the strain placed on
transition students. Once the literature was compiled, the researcher met with the middle and
high school principals, and the EHCS guidance counselor to collect data on students who were
involved in their second or third year of transition. Throughout the five-month process of
collecting data, the sample size changed twice. At the beginning of the study, there were 43 of
the possible 65 sample population students in their second or third year of transition at EzellHarding taking part in the study. This participant size represents 66% of the transitioning
students eligible for this study. Upon completion of the consent forms, all participants were
asked to complete Likert scale questionnaires before moving forward with personal interviews.
From this group of 43 students, four more participants left the study prior to the interview
sessions. Two of the four students who did not take part in the interview process did so because
they transferred out of Ezell-Harding in March. There were also eight parents involved in the
study after completion of the required IRB permission form and the Likert scale questionnaire,
but only four parents chose to remain for the interview process. Finally, there were two
administrators, two school secretaries, one guidance counselor, the school president, and 12
teachers asked to take part in the study. The administrators, secretaries, the counselor, and the
president agreed to participate, while only five of the 12 teachers completed the IRB permission
form required to take part in the interview process.
98
All students, parents, and teachers identified as candidates for this study were interviewed
by one of the researchers. Ezell-Harding provided a semi-private meeting room for interviews to
take place in the main administrative building. While all student interviews were conducted at
Ezell-Harding, the majority of the parent and faculty/staff interviews were performed outside of
the school building. Several parent and faculty/staff interviews were conducted via phone and
audio recorded for an accurate account.
Once the data collection was complete, it was analyzed in an effort to look for findings to
better understand if there were any reoccurring themes amongst the responses to the Likert scale
questionnaire or interviews, as well as, to see if there were statistically significant occurrences
with transition students. Upon completion of the data analysis, each qualitative research
question was assessed to better understand if there were correlations to any corresponding
quantitative null hypotheses. This process was conducted in an effort to report the findings of
the transition student population at Ezell-Harding Christian school.
Results
Quantitative Data. Quantitative data were collected for all two to three year transfer
students taking part in this study. The data used for the quantitative portion of this research was
obtained through student records held by the school guidance counselor as well as the school’s
online grading system, RenWeb. The students involved in the study fell into the range of sixth
through twelfth grade. All students completing the Likert scale questionnaire and/or student
interviews had transferred into Ezell-Harding Christian School one or two years prior to the
survey and/or interview.
All variables fell within normal distributions due to the skewness of the variables falling
within the acceptable range. If the skewness did not fall in acceptable range, the kurtosis of the
99
variables fell within the acceptable range. Next, a Levene’s test was run to determine equal
variances. Complications occurred when using cumulative grade averages on some of the null
hypotheses due to SPSS not calculating a homogeneity test on the variables. Due to not being
able to determine homogeneity, a Wilcoxon Signed rank test was used as a non-parametrical test
to aid in determining if the null hypotheses were retained or rejected. These variables were used
in order to take a deeper look at the academic rigor of both the middle and high school. The
teachers, parents, and students stressed during the interview session that Ezell-Harding was
known to be academically rigorous.
One area in which the researchers collected data involved the grades of the transfer
students attending Ezell-Harding Christian School. The middle school at EHCS bases grades on
the grade point average scale; therefore, students who transfer into the middle school have their
incoming grades calculated into GPA. On the other hand, the high school at EHCS bases grades
on a cumulative grade average based on a scale of 0-100. When a student transfers into the high
school, the grade he or she made at his or her previous school is transcribed as an exact grade
from 0-100, based upon the cumulative grade scale. The grade point averages and cumulative
grades were assessed over a two or three-year period depending upon when the students
transferred into Ezell. Incoming grade point averages and cumulative grade averages were also
collected for all participants in the study to compare where the student was academically, prior to
his or her transition into Ezell-Harding. The previous school year data were then compared to
the student’s academic data after his or her first year at EHCS. For year two, the grades that
students received at the end of the Fall 2012 semester were examined to calculate grade point
averages and cumulative grade averages.
100
In an effort to better define academic rigor at EHCS, the relationships and differences
between the variables of incoming grade point average, incoming cumulative grade average, year
one grade point average, year one cumulative grade average, year two grade point average, year
two cumulative grade average, SAT-10 scores for year one of the middle school students, and the
reading comprehension stanine score on the entrance exams given to all transfer students at
Ezell-Harding were analyzed.
The data collected were put into the computer software known as SPSS; specifically, it
was IBM SPSS Statistics 18. Table 1 illustrates the descriptive statics.
Table 1
Descriptive Statistics Through a Compare Means Analysis of Student Data
Incoming GPA
Year 1 GPA
Incoming cumulative grade
average
Year 1 cumulative grade average
Year 2 GPA
Year 2 cumulative grade average
Year 1 SAT10 scores
Reading Comprehension stanine
score on the EHCS entrance exam
N
Mean
Std. Deviation
17
19
3.5837
3.5675
.52283
.60861
19
88.8879
5.54313
19
19
19
19
86.9189
3.3831
87.8237
67.1368
4.86115
.66662
5.62599
18.83324
28
5.43
1.709
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When the variables above were entered into the computer, a descriptive statistics analysis was
conducted. The first statistics calculated were the skewness and kurtosis of the variables. For
incoming grade point average, the descriptive statistics were -1.295. Next, the incoming
cumulative grade average was checked to ensure it fell within the acceptable skewness range of 1 to 1. This assumption concerning normal distributions was resolved due to a skewness value
of -0.060. When looking at year one grade point average and year two grade point average, the
skewness fell outside the acceptable range with a -1.511 and -1.148, respectively. Again, the
kurtosis value was checked to resolve all assumptions before moving farther with this test. The
kurtosis values on these two descriptive statistics fell within the acceptable range of -2 and 2
with 1.637 and 1.443, respectively. Then, all assumptions were resolved for year one cumulative
grade average and year two cumulative grade averages. Upon running a compare means test to
ensure that all assumptions were resolved, both values fell within the acceptable skewness range
with 0.176 and -0.198, respectively. The next step was to compare the SAT-10 scores to ensure
all assumptions were resolved, and the value was outside the acceptable skewness range with 1.174. In order to resolve all assumptions the kurtosis value was checked. The kurtosis value for
the SAT-10 scores did resolve assumptions with a value of 1.575. Finally, descriptive statistics
were run for the reading comprehension scores on the Ezell-Harding entrance exam. All
assumptions could be resolved with the skewness value of -0.300, which fell within the
acceptable range.
H01There is no statistically significant relationship between a student’s previous
academic success as measured by GPA or cumulative grade average and his or her scores
on the reading comprehension portion of the EHCS entrance exam.
102
With normal distributions being established, a linear regression was performed with the
data using incoming GPA as the independent variable, and the reading comprehension stanine
scores of the ECHS entrance exam as the dependent variable. Another linear regression was
performed using incoming cumulative grade average and the reading comprehension stanine
scores. A Durbin-Watson result between 1.5 and 2.5 was preferred, but the result of 1.223 was
acceptable. The correlation coefficient was -0.381, which showed a negative relationship
between the two variables. This indicates that as incoming GPA or cumulative grade increases,
the reading comprehension on the EHCS entrance exam decreases. The R2 value showed that
14.5% of the variation in students’ reading comprehension stanine scores can be explained by
their incoming GPA. The null hypothesis was retained. Table 2 represents the correlation
between incoming GPA and reading comprehension score on the entrance exam.
Table 2
Linear Regression model for results of incoming GPA and reading comprehension stanine scores
on Ezell-Harding entrance exam
Variables
N
R
r2
p
Reading comprehension stanine
11
.381
.145
.248
score/Incoming GPA
Note. Dependent variable: reading comprehension stanine score on entrance exam. Independent
variable: incoming GPA.
103
A linear regression was conducted using incoming cumulative grade average as the
independent variable with the reading comprehension stanine score on the entrance exam as the
dependent variable. The Durbin-Watson test resulted in a value of 1.989, which falls within the
acceptable range. The Pearson r statistic was 0.407, which indicated a positive relationship
between the two variables. The linear regression model, seen in Table 3, resulted in an R2 value
of 0.165, or that only 16.5% of the reading comprehension stanine scores on the EHCS entrance
exam could be explained by incoming cumulative grade averages. An ANOVA test was
conducted due to the linear regression model performance, and the significance result, 0.105 was
above the alpha rule. This null hypothesis was retained because there was no statistically
significant evidence to support that transition students’ prior academic progress had a major
influence on their Ezell-Harding entrance exam performance.
Table 3
Linear Regression model of results for incoming cumulative grade average and reading
comprehension stanine scores on Ezell-Harding entrance exam.
Variable
N
r
r2
p
Reading comprehension stanine
17
.407
.165
.105
score/Cumulative Grade Average
Note: Dependent variable: reading comprehension stanine score on entrance exam. Independent
variable: incoming cumulative grade average
104
H02: There is no statistically significant difference between incoming GPA scores
and year one GPA scores of the students transferring into the middle school at EHCS.
Students who were in the sixth through eighth grade had their incoming grades calculated
in the format of grade point averages by the school on a scale of 0.00 to 4.00. Normal
distribution was established by descriptive statistics through SPSS, and a Levene’s test was run
with incoming GPA as the independent variable and year one GPA as the dependent variable.
The f-test resulted in the value of 0.877, which showed equal variances of the variables. A
paired sample evaluation concluded the null hypothesis be retained due to its value with the two
variables comparing incoming GPA and year one GPA to have a significance of 0.324, which
falls above the acceptable alpha rule of 0.05. There was no statistically significant difference
between incoming GPA scores and year one GPA scores of the students transferring into the
middle school at EHCS, which is illustrated in Table 4.
Table 4
Paired Samples test with year one GPA as the dependent variable and incoming GPA as the
independent variable
Paired Differences
Mean
Std.
Deviation
Incoming
Pair 1 GPA – Year 1
GPA
-.09471
.38409
t
df
p
-1.017
16
.324
Std. Error
Mean
.09315
Note: The mean difference between year one GPA and incoming GPA was a -0.09.
105
H03: There is no statistically significant difference between incoming cumulative
grade average and year one cumulative grade average of high school students who
transferred into EHCS.
High school students, grades 9-12, at EHCS had their grades calculated in the cumulative
grade average format, or on a 0 to 100 average scale. These numbers fell within the acceptable
range based upon the skewness of the data; therefore, they were normally distributed. A paired
samples test was run with the two variables incoming cumulative grade average and year one
cumulative grade average. A non-parametric procedure, a Wilcoxon Signed rank test, was
performed. This test produced a significance value of 0.043, (Z = -2.025), which indicates the
null hypothesis should be rejected. A paired samples analysis was also conducted and resulted
in a significance value of 0.078. This value was above the alpha rule; therefore, there was a
discrepancy between the results of the Wilcoxon Signed rank test and the paired samples t-test.
Since equal variances could not be determined by a Levene’s test, the non-parametric test had to
be run; therefore, the results of the Wilcoxon Signed rank test were used. Due to the results of
the non-parametric test, there was a statistically significant difference between incoming
cumulative grade average and year one cumulative grade average of high school students who
transferred into EHCS. Table 5 shows the results of the Wilcoxon Signed rank test as it
compared the students’ year one cumulative grade average with their incoming cumulative grade
average. This null hypothesis was rejected because the incoming cumulative grade average of
the transfer student was approximately two points higher than the year one cumulative grade
average.
106
Table 5
Wilcoxon Signed rank test with incoming cumulative grade average and year one cumulative
grade average
Year 1 cumulative grade average <
n
Mean Rank
df
z
p
13
10.15
18
-2.025
.043*
5
7.80
Incoming cumulative grade average
Year 1 cumulative grade average >
*Significant at the .05 level
Note: Of the 19 comparisons that were calculated, 13 times year 1 cumulative grade averages
were lower than incoming cumulative grade average.
H04: There is no statistically significant relationship between a student’s score on
the EHCS entrance exam in reading comprehension and his/her score on the SAT-10 exam.
The SAT-10 is an assessment that Ezell-Harding gives their students in grades K-8. The
SAT-10 is a national test that assesses reading comprehension and math skills. High school
students do not take the SAT-10; therefore, the data collected were obtained from the sample of
students who were in middle school during the 2012-2013 school year. A normal distribution
was found to occur with the data. A Durbin Watson test resulted in a value of 2.611. This falls
slightly above the acceptable range of 1.5 to 2.5. A correlation coefficient was performed and
the Pearson r statistic was -0.338, which shows a negative direction in the relationship between
the reading comprehension stanine scores on the EHCS entrance exam and the SAT-10 scores at
the end of year one. A Linear Regression model was performed and resulted in a R2 value of
0.114. This would mean 11.4% of the SAT-10 scores at the end of year one can be explained by
the reading comprehension stanine scores on the EHCS entrance exam, but the relationship is
107
negative due to the result of the Pearson r. An ANOVA was generated along with the Linear
Regression model, and displayed a significance value of the two variables to be 0.309. Table 6
shows the linear regression model with year one SAT-10 scores as the dependent variable and
reading comprehension stanine scores on the EHCS entrance exam as the independent variable.
The null hypothesis was retained because there was no statistically significant relationship
between a student’s score on the EHCS entrance score in reading comprehension and the
student’s score on the SAT-10 exam, which is illustrated in Table 6.
Table 6
Linear Regression model results of the relationship between the reading comprehension stanine
score on the Ezell-Harding entrance exam and the SAT-10 scores
Year 1 SAT-10 scores/reading
N
r
r2
p
11
.338
.114
.309
comprehension stanine scores
Note: Dependent variable: year one SAT-10 scores
Independent variable: reading comprehension stanine scores on the Ezell-Harding
entrance exam.
108
H05: There is no statistically significant relationship between SAT-10 scores from
year one compared to year two GPAs in the middle school at EHCS.
Both the SAT-10 scores and year two GPAs of the middle school students had normal
distributions. A Durbin-Watson test resulted in a value of 1.712, which fell within the acceptable
range of 1.5 to 2.5. The Pearson r generated a result of 0.683, which showed a positive
relationship between SAT-10 scores at the end of year one and year two GPAs in the middle
school at EHCS. A Linear Regression model was performed and an R2 statistic showed 0.467.
The R2 value showed that 46.7% of the variation in students’ SAT-10 scores at the end of the
year can be explained by their year two GPA. An ANOVA test was generated and calculated a
significance value between the two variables of 0.001, which was below the alpha rule of 0.05.
Therefore, the null hypothesis was rejected, and there was a statistically significant relationship
between SAT-10 scores from year one compared to year two GPAs in the middle school at EzellHarding Christian School. Table 7 compares the SAT-10 scores from year one to the student’s
GPA in year two.
Table 7
Linear Regression model test results comparing SAT-10 scores from year one to year two GPAs
Year 2 GPA/Year 1 SAT-10 Scores
n
r
r2
p
19
.683
.467
.001
Note: Dependent variable: year 2 GPA; Independent variable: year 1 SAT-10 scores
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H06: There is no statistically significant difference between incoming GPA and year
two GPA of the students who transferred into the middle school of EHCS.
This hypothesis looked at students who spent two years in middle school at EzellHarding. The numbers for incoming GPAs and year two GPAs were normally distributed and a
Levene’s test was conducted to determine if the variables had equal variance. The Levene’s test
resulted in a value of 0.001. Due to the Levene’s test resulting in 0.001, a Wilcoxon Signed
ranks test was performed. This test showed a retaining of the null hypothesis (Z = -1.153, p =
0.249). The median range for incoming GPA was 3.8 while the median scores for year two GPA
was 3.42. A paired samples t-test was also conducted using the two variables, incoming GPA
and year two GPA. When the paired samples t-test was conducted, the significance value of the
two variables was 0.307, which is above the alpha rule of 0.005. The Wilcoxon Signed rank test
and the paired samples t-test show a p value above 0.005; therefore, the null hypothesis was
retained. There was no statistically significant difference between incoming GPA and year two
GPA of the students who transferred into the middle school at EHCS. Table 8 shows the paired
samples results with incoming GPA as the independent variable and year two GPA as the
dependent variable.
Table 8
Wilcoxon Signed rank test results with incoming GPA as independent variable and year 2 GPA
as dependent variable
Year 2 GPA < Incoming GPA
Year 2 GPA > Incoming GPA
*Significant at the .05 level
n
8
5
Mean Rank
7.75
5.80
df
16
z
-1.153
p
.249
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grade average and year two cumulative grade average of high school students who
transferred into EHCS.
Students who were enrolled in high school at Ezell-Harding Christian School had their
grades formatted as cumulative grade averages ranging from 0 to 100. This hypothesis looked at
students who were in grades 9-12 during the 2012-2013 school year. Normal distributions were
determined based upon the results of the descriptive statistics. Homogeneity could not be
determined by a Levene’s test, but an examination of the variance statistic results showed 30.726
for incoming cumulative grade average and 31.652 for year two cumulative grade average.
These statistics were very similar to one another, which showed that equal variance could be
obtained. A paired sample t-test was run. The resulting paired samples t-test showed a
significance level of 0.387, well above the alpha value of 0.05 for significance. It was found that
there was no statistically significant difference between incoming cumulative grade average and
year two cumulative grade average of high school students who transferred into EHCS.
111
Table 9
Paired samples t-test results of incoming cumulative grade average and year two cumulative
grade average.
Paired Differences
Mean
Std.
Std. Error
Deviation
Mean
Incoming
cumulative grade
Pair
average – Year 2
1
cumulative grade
average
1.06421
5.23346
1.20064
t
df
p
.886
18
.387
Note. The mean score showed only 1.06 difference between incoming cumulative grade average
and year two cumulative grade average.
H08: There is no statistically significant difference between year one GPA and year
two GPA when incoming GPA is used as a covariant of the transfer students in the middle
school at EHCS.
When students transferred into Ezell-Harding, it is questioned whether academics play a
role in whether those students stay or transfer to yet another school. The skewness and kurtosis
results were within acceptable range. The Levene’s test was run for variability, and the result of
the f-test was 0.544, which is above the acceptable alpha rule. When the univariate analysis of
variance was calculated, not only was a Levene’s test given but also the observed power of the
variables, as well as, the Eta squared for the variables. The results were that 78% of the variance
of year two GPA could be explained by year one GPA. Also, even with a small sample size,
there was still a 60% observed power when looking at year one GPA and year two GPA in order
to obtain a significant result. Table 10 shows a univariate analysis between year two GPA, year
one GPA, and incoming GPA.
112
Table 10
Results of a univariate analysis of variance with year two GPA as the dependent variable, year
one GPA as the independent variable, and incoming GPA as the covariate
Source
Corrected
Model
Intercept
Incoming GPA
Year 1 GPA
Error
Total
Type III
Sum of
Squares
df
Mean
Square
F
Sig. Partial Eta Noncent. Observed
Squared Parameter Powerb
5.769a
9
.641
3.451 .058
.816
31.061
.663
.932
.055
4.684
1.300
205.142
1
1
8
7
17
.932
.055
.586
.186
5.020 .060
.297 .603
3.153 .074
.418
.041
.783
5.020
.297
25.222
.489
.076
.606
Note. Observed power of 61% and 78% Eta value for year one GPA.
The null hypothesis was retained due to the p value being 0.074. There was no
statistically significant difference between year one GPA and year two GPA, even when
incoming GPA was used as a covariant of the transfer students in the middle school at EHCS.
grade average and year one cumulative grade average, as well as, year one cumulative
grade average and year two cumulative grade average of the transfer students in the high
school at EHCS.
The results of this hypothesis were needed to help analyze academic growth of students
attending grades 9-12 at Ezell-Harding Christian School. The data were normally distributed,
due to the skewness being within the acceptable range. Homogeneity could not be determined
by a Levene’s test. Due to this inadequacy, an analysis of incoming cumulative grade average
was compared to year one cumulative grade average, then year one cumulative grade average
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was compared to year two cumulative grade average. A Wilcoxon Signed Rank test was
performed. The first statistics reported that incoming cumulative grade average and year one
cumulative grade average was statistically significant (Z= -2.025, p = 0.043). When year one
cumulative grade average and year two grade average were paired, the result from the Wilcoxon
Signed Rank test showed there was no statistically significant difference between the two
variables (Z= -1.429, p = 0.153). The variables were also inputted in a paired samples t-test to
see the results of that particular test. In both instances, the significance value was above the
alpha rule of 0.05. For incoming cumulative grade average compared to year one grade average,
the significance value was 0.078. For year one cumulative grade average and year two
cumulative grade average, the significance was 0.198. This null hypothesis was rejected because
there was a statistically significant difference between incoming cumulative grade and year one
cumulative grade. The two variables of incoming cumulative grade average and year one
cumulative grade average had a p value equaling 0.043 on the Wilcoxon Signed Rank test, which
was below the alpha of 0.05. While the null hypothesis was rejected, there was no statistically
significant difference found between year one cumulative grade and year two cumulative grade,
when a Wilcoxon Signed rank test was performed. Table 11 shows the paired samples t-test
results between incoming cumulative grade average and year one cumulative grade average, as
well as, year one cumulative grade average and year two cumulative grade average of the
transfer students in the high school at EHCS.
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Table 11
Wilcoxon Signed rank test comparing incoming cumulative grade average and year one
cumulative grade average; in addition to, year one cumulative grade average and year two
cumulative grade average
Year 1 cumulative grade average <
Year 1 cumulative grade average >
Year 1 cumulative grade average =
Year 2 cumulative grade average < Year 1
Year 2 cumulative grade average > Year 1
Year 2 cumulative grade average = Year 1
n
13
Mean Rank Df
10.15
18
5
7.80
z
-2.025
p
.043*
-1.429
.153
1
7
8.50
12
10.88
18
0
Note. Wilcoxon Signed rank test showed a rejection of the null hypothesis when examining
incoming cumulative grade average and year 1 cumulative grade average, but showed a retention
of the null hypothesis when examining year 1 cumulative grade average and year 2 cumulative
grade average. Significant at the .05 level.
Qualitative Data Collection.
Research Question 1: Is there a significant relationship between students' past
academic achievement and their ability to succeed academically at Ezell Harding
Christian School (EHCS) as measured by previous and current GPA?
Twenty-five of the 35 students interviewed stated that Ezell-Harding Christian School is
more academically rigorous than their previous school; however, all but five of those students
stated that they only believed this to be true because of the workload. This is demonstrated in
Figure 1.
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Academic Workload for Transfer Students at
EHCS
10
9
Frequency
8
7
6
5
4
3
9
39%
2
1
0
Strongly
Disagree
5
4
17%
22%
2
9%
3
13%
Disagree
Neutral
Agree
Strongly Agree
I had more homework in my previous school than I did
during my first year at Ezell-Harding.
Figure 1. This figure shows the student’s responses to academic workload at EHCS, 2013
As seen in Figure 1, eight students stated EHCS was less rigorous, while two students stated that
the academics were the same at both EHCS and their previous school. Twenty students stated
that the academics were about the same as their previous school, but they were assigned more
homework and more classwork at EHCS.
Of the parents interviewed, all commented on the level of academic rigor found at EHCS.
One parent stated, “Metro schools are fine for students in grades Kindergarten through fourth,
but beyond this stage, a private school is a must” (personal parent communication, Mar. 27,
2013). Three of the four parents had children enrolled in the Metro public school system prior to
joining Ezell-Harding. One parent mentioned this was the first time her student had to study for
tests or work on homework at night. Another parent commented that her child’s grades suffered
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at first, but over time, the student grew accustomed to the workload. The parent of a student who
was previously homeschooled also struggled at first with the academic workload. This parent
noted that her homeschooled children never were assigned homework. It was difficult in the
beginning for the child to learn how to manage the large amount of work assigned nightly.
Upon interviewing the faculty and staff of Ezell-Harding, all eleven participants
mentioned the academic rigor required at the school. It was perceived that the school required
far more work than the surrounding public schools in the Nashville area. All felt the largest
challenge a student faced when transitioning to the school was the academic workload. It was
not said whether or not this work was difficult, but all stated that hours of homework were
assigned nightly. One high school staff member even stated it often takes transition students at
least a year to grow accustomed to the homework. The teachers all commented that it was
difficult for transfer students to excel in their first few months of transition due to the high
standards required of all students. Several teachers mentioned that transition students were not
accustomed to finishing homework on time or being asked to read a certain number of pages a
night. One teacher stated, “Transition students often struggle because they do not understand the
importance of completing their homework every night” (personal teacher communication, Mar.
28, 2013).
There was a noted divide amongst the responses to a student’s academic success prior to
transition and after. From the eleven EHCS faculty and staff members interviewed, seven felt
that there was no connection between a transition student’s academic success at their previous
school and the academic success they found at Ezell-Harding. One of the high school teachers
made mention that the new transition students were often very far behind their counterparts.
This teacher noted that prior school success was almost a detriment to the new student because
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they did not know how to work hard and complete the amount of homework assigned. They
went on to say that it was often found that transition students were successful at their previous
school because they were not academically challenged. Another middle school teacher
commented in a similar manner that often the transition students come in with too many
academic gaps to catch up to their classmates. This teacher felt it was almost impossible to help
a student understand new math concepts unless he or she was willing to put in the extra time in
the summer and through after school tutoring. Of the other four faculty members, all kept
mentioning the importance of constantly supporting the new students academically. The middle
school principal stated that teachers needed to be supportive of the transition students and find
tools to help bridge the academic gaps they may enter with. Another teacher noted that it was
important to not judge the academic abilities of a transition student before one got to know him
or her and find areas that were strengths for the new student.
Research Question 2: Do previous social ties with students at EHCS impact the ease
of the transition period from the former school to EHCS?
Students who claimed to have been friends with EHCS students prior to their transfer
gave a significantly lower amount of acclimation time than their counterparts. Also, students
who had an older sibling at the school also stated they had a shorter acclimation time than their
peers.
Students reported in the interview that their ranges of acclimation period varied from one
week to two years. This is demonstrated in Figure 2.
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How long before you had a sense of belonging at EzellHarding?
8
7
Frequency
6
5
4
7
3
30%
2
1
7
6
26%
30%
3
13%
0
1 month
2 months
5 months
1 year
How long was it before you felt before you had a sense of belonging at
Ezell-Harding?
Figure 2. Sense of Belonging Student. This figure shows the student’s response to feeling that
they were part of the EHCS community.
As seen in Figure 2, most students stated that their acclimation time ranged from one month to
one semester; however, most of those students either knew someone prior to enrolling at EHCS
or entered in the first year of middle school, which is when EHCS receives an influx of new
students.
Students who did not have prior relationships with peers seemed to have a longer
acclimation period, typically between one to two years. These students all gave essentially the
same summary of their transition process. When new students arrive at EHCS, they were treated
very well and everyone was nice to them, but when the newness wore off, they were left alone to
fend for themselves. Many of these students stated that it was difficult to find friends because
most of the students had been together for long periods of time and had already formed well-
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founded friendships. Eventually, these students began to make friends with their peers either
through their participation in extracurricular activities or by forming their own group with other
new students.
Of the four parents involved in the study, it was also found that children acclimated easier
if they had siblings or friends already attending EHCS. One parent mentioned that her child
already had friends at Ezell-Harding before enrolling in the school. This child’s social transition
was easier since bonds were already formed with other students. The other three parents enrolled
their children at EHCS at the start of middle school but did not have preexisting ties with any of
the students. While the parents mentioned their personal struggle to feel connected to the school,
it was believed their children easily made friends. They felt joining clubs and sports teams
helped their children socially acclimate to the new school. Two parents also noted that the
middle school principal helped their children feel more welcomed as a new student to EHCS.
Another parent also shared that his or her child traveled on an overseas trip with a small group
from school, and this helped create strong social ties amongst EHCS peers.
When teachers and staff were asked about the importance of prior school ties and the
student’s ability to transition easier, three staff members noted the importance of these bonds.
The middle school principal felt students had an easier time transitioning to the school if they
already knew a few students there. The high school principal noted the same connection, but
went on to state that even if transition students do not have previous school ties, as long as they
are outgoing, they are sure to find friends. Another faculty member supported this idea stating
there were less social hurdles if a child had a preexisting friend group prior to transition at
EHCS.
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Research Question 3: Does participation in extracurricular activities impact the
transition of the transfer student in his/her acclimation to the new school?
Only six of the 35 students interviewed did not participate in an extracurricular activity at
EHCS. Of those six, only one stated that it took less than six months to acclimate to the school.
According to the students interviewed, their participation in extracurricular activities, particularly
baseball and cheerleading, played a major role in their ability to acclimate quickly to the school,
as seen in Figure 3.
Involvement with a sport or club helped me build
relationships with my peers.
12
Frequency
10
8
39%
6
4
2
0
0%
0
13%
9
43%
10
4%
1
3
Strongly
Disagree
Neutral
Agree
Strongly Agree
Disagree
Involvement with a sport or club helped me build relationships with my
peers.
Figure 3. Extracurricular Activities. This figure shows the student’s response to extracurricular
activities.
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One student in particular stated that it took him mere days to feel comfortable once school started
because he was able to make friends during the summer workouts for football.
Baseball appears to be the sport of choice for students at EHCS. The middle school
students have just recently been allowed to have a junior varsity team, and the students who play
baseball, both in middle and high school, claimed to have significantly less acclimation time than
any of their peers. One such student stated that he arrived to EHCS six weeks prior to the end of
his sophomore year. He was a former homeschool student who had been playing baseball for
travel teams but chose to come to EHCS because of its baseball team. He stated his acclimation
time was only one week; this student was also named to the homecoming court the next fall.
Many of the students stated they were in art or drama clubs, but also commented that the
offering of these clubs was inconsistent and depended upon funding to determine whether or not
the club could be offered. Club offerings also depend upon teacher willingness and expertise in
the field. Many clubs cannot be offered because the teachers do not have the time or the
experience to offer the activities in which students are most interested.
Similar to the student data, the parents of transition students felt that participation in
extracurricular activities definitely helped their child acclimate faster. The parents felt that
school ties were made easier if their child was part of an extracurricular activity. Of the parent
participants interviewed, three of the four commented that extracurricular activities helped their
child transition faster to Ezell-Harding. One parent mentioned her child played baseball, and this
encouraged him to make friends quickly on campus. Another parent also felt not only did
extracurricular activities help her child acclimate sooner, but it also helped him or her feel more
connected to the EHCS community. This parent noted that watching her child play soccer and
baseball helped her get to know other parents in the school. There was one parent who
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mentioned her child was not involved in extracurricular activities at school but was connected to
clubs outside of EHCS. This parent did not feel as though her child suffered by not joining a
team because her child was very social to begin with.
All teacher and staff participants also commented on the importance of a child joining an
extracurricular activity or club upon transferring to EHCS. Principals of the middle and high
schools commented on the importance of students getting involved outside of the classroom.
They felt that this was a more intimate way for transition students to find a niche at a new school
where often friendships were formed in the early years of elementary school. The middle school
principal went on to suggest that extracurricular activities can provide an automatic friend group
for a new student enrolling, especially if they join a fall team or club that starts meeting before
the school year begins.
Research Question 4: At what point(s) during the first year did students feel the
transition to EHCS was difficult?
Many of the students interviewed mentioned the “break schedule.” This is a period of
time in which students are allowed to go out into the common area and mingle. For most of the
transitioning students, this was a very awkward time. The other students knew exactly what to
do and with whom they wanted to talk to or hang out, while the new students were left standing
by themselves feeling their newness. This is also the time in which the interviewers encountered
the term “lifers.” This term refers to the students who have been at EHCS since elementary
school. They have grown up with the people around them and are closely bonded in ways that
an outsider cannot penetrate. These groups have formed cliques which transitioning students
found difficult to join.
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High school girls seemed to have the most difficult time transitioning to the culture at
EHCS. All of the six high school girls identified and interviewed in this study stated it took
them longer than six months to acclimate and feel as if the school was their own. None gave
specific evidence as to why this occurred, but all stated it was difficult for them to find solid
friendships with the established female students in the building.
All students commented on the amount of work associated with the academic aspects of
EHCS. One of the transitional phases was the ability to manage both academics and athletics.
The students who transferred from a public institution stated the academic aspect of the transition
was difficult because the small class size made it easier for the teacher to determine whether or
not you had completed your work. Even though most students stated the academic aspect of
EHCS was not a hindrance to their acclimation, the amount of homework given by the teachers
was. Students averaged three to four hours of homework per night, and 29 out of the 35 students
interviewed stated this was a detriment to their transition, both academically and socially.
There were four other students involved in the Likert scale questionnaire that did not
partake in the interview sessions. Two students left the school in between the time of the Likert
scale questionnaire and the interviews, while two other students refused to participate in the
interview process once it began.
Research Question 5: Is there a significant difference between the academic
progress of the transfer student in year one and the academic progress in year two?
All of the high school students interviewed stated that it took them more than one
academic school year to adjust to academic level expected at EHCS. The main piece of evidence
given for this reason is that the additional pressures of homework completion along with the
smaller class sizes made it more difficult for a student to go unnoticed. Students also stated that
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there was a period of adjustment when juggling new academic pressures along with social
anxieties and extracurricular activities. Most students stated it generally took them less than a
school year to acclimate to the increased academic demands of their new school.
Of the four parent participants, all noted academic hurdles their children faced during the
first transition year at EHCS. The heightened homework load was noticed from parents who
previously sent their children to the local public or private schools, as well as homeschooled
children. Two parents noted their children did not know how to properly study for assessments,
and were learning at Ezell-Harding how to prepare for a more rigorous testing environment. It
was also stated by another parent that his or her child was not accustomed to the fast pace with
which the curriculum moved, and it took at least a year to acclimate to the high academic
standards. The parents often mentioned their children were earning all A’s at the former school
and upon entering EHCS, struggled to maintain B’s and C’s.
All eleven EHCS teacher and staff participants noted that it takes at least a year for
students to adapt to the academic standards of the school. Both the middle and high school
principals felt that if a student was willing to give great effort in their first year, they usually
overcame any academic barriers by the second transition year. The middle school teachers also
articulated this belief. They stated while the transition student tends to find great difficulty in the
middle school math classes, on average it is still possible for the student to find academic success
after their first year. The high school teachers, on the other hand, felt that when a student
transferred in to the ninth grade or beyond, it was far more difficult to bridge the academic gap
from the previous school. Two teachers felt it was doing the transition student a disservice to
even allow them entrance to the school if they were transitioning in high school, for fear the
student would never meet the academic requirements set at Ezell-Harding. One teacher noted
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that transition students were often years behind in their reading abilities, and no matter how
much time was spent trying to catch the student up, it was nearly impossible to bring him or her
up to the level of success with the other students. Another teacher noted the math skills were far
too difficult for a transition student to learn if entering after middle school.
Research Question 6: Do previous religious ties impact the ease of the transition
period from the former school to EHCS for new transition students?
All of the students interviewed for this study stated that the fact the school was religious
eased their transition, as seen in Figure 4. Students interviewed stated that they believed that the
religious aspect of the school helped with their acclimation process. Many of the students who
transferred from public schools stated that they were excited to come to a private, religious
school because they were able to freely express their religious beliefs without fear of
discrimination. Students interviewed noted that even though they were not of the Church of
Christ belief, the denomination in which the school is founded, they were much happier
attending a religious school rather than a nonreligious one. None of the students interviewed
stated that attending a religious school had a negative effect on their acclimation process. This is
demonstrated in Figure 4.
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Do you believe your religion played a factor in your
acclimation here at Ezell?
25
Frequency
20
15
42%
10
21
5
0
16%
8
2%
1
Yes
No
Some
Do you believe your religion played a factor in your acclimation here at
Ezell?
Figure 4. Religion and Acclimation. This table shows the student’s response to the Likert survey
question regarding religion.
The parents were split as to how religion played a role in their child’s ability to transition to
Ezell-Harding. Upon interviewing them, religion did not appear to make a strong decision in
whether or not their child transitioned easier. Of the four parents, two were affiliated with the
Church of Christ denomination. One parent acknowledged he or she was Baptist, but did not feel
any pressure when he or she transitioned his or her child to Ezell-Harding. This parent wanted
his or her child to attend a religious school, but did not feel that the specific Christian
denomination mattered to the child’s academic success. Another parent fell into a similar
category being a nondenominational Christian. This family was not looking for a specific
religious school, but wanted an affordable private school for their children to attend, and EzellHarding fit that need.
While the staff of EHCS were not asked the same exact question about religious ties prior
to transition, all commented on the “Christ like” behavior their school encourages. The
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principals of both the middle and high schools felt it was important to keep an open mind about
all transition students and to encourage them to find their place at the school both academically
and socially. One of the middle school teachers mentioned it was important to encourage a
Christian bond with all students at EHCS. This teacher felt the religious aspect of the school was
one of the main reasons parents and students enjoyed attending. This teacher also felt the
religious affiliation of the school made it easier and more welcoming for new students, as
opposed to transitioning into a private or public secular school. Another middle school teacher
noted that a Christian religious background may make the transition easier, due to the required
Bible class, but did not feel it was necessary to find success at the school. Ezell-Harding’s Bible
class is a required part of the core curriculum for all students in both the middle and high school
(J. Charlton, personal communication, June 7, 2013). The class meets daily for five 50-minute
periods and covers a range of topics specific to the grade level. The curriculum for fifth grade
through eighth grade starts with the prophets and moves through the life skills of the church. The
ninth through 12th grade curriculum teaches the old and new testament through major biblical
themes. While the three teachers mentioned that their school’s religious affiliation affected the
students that attended the school, they did not think it led to students transitioning easier.
What was unexpected from this qualitative data was the ease with which middle school
students transitioned to Ezell-Harding. Of the 17 middle school students interviewed, five stated
it took them less than one month to acclimate themselves to EHCS; some even stated that it took
theme only a week to feel at ease. Of the remaining middle school participants, only three stated
it took longer than six months to acclimate.
Several parents noted that their students easily acclimated into the school both
academically and socially. Many mentioned the role the middle school principal played in
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easing their child’s transition. They felt the school administration made deliberate efforts to
ensure their child would find academic and social success at Ezell-Harding. One parent stated,
“My child was welcomed with open arms. She made friends easily” (personal parent
communication, Mar. 27, 2013).
Another qualitative finding that was unanticipated was the difficulty parents had upon
transition. All four parents interviewed mentioned it was difficult to infiltrate cliques within the
Ezell-Harding parents. When asked if EHCS had a parent/teacher organization, the majority of
the parents were unsure if this existed. All parents commented that it was hard to break into
cliques already established by the adult community of EHCS. Several mentioned they finally
felt connections forming with other parents when their children played on athletic teams, but this
often came months if not years after their child transitioned. One parent felt that this isolation
was attributed to the fact that most EHCS parents had been friends for years. This parent said,
“It may have just been me, but personally, I felt like I had difficulty fitting in with other parents.
So many of the parents have known each other since their children started Kindergarten”
(personal parent communication, Mar. 28, 2013). This same parent also mentioned that most
EHCS parents often attended the same church as well. Another parent commented on how tight
knit the Ezell-Harding parents were, and they did not feel welcomed at first, but over time, they
found a connection with the families. A third transfer student’s parent felt that they were still not
connected to the school. This parent participant explained several examples when they felt left
out of the school community, often not asked to take part in any school activities. They went on
to say, “I still feel like it is someone else’s school. Overall the culture seems to say you are
either one of us or you are not one of us” (personal parent communication, Mar. 28, 2013).
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Connections between the Quantitative and Qualitative Data. In analyzing the
quantitative and qualitative data collected, it was found that the SAT-10 scores from year one did
affect a transition students overall performance on their GPA in year two. The research
demonstrated that after a year of transition at Ezell-Harding, a middle school student was more
likely to be successful on the end of year test. In return, an improved score on the end of year
SAT-10 test appeared to boost the middle school student’s academic confidence in order to bring
his or her year two GPA up. The qualitative connection was found upon interviewing the faculty
and staff at Ezell-Harding. It was discovered that all teachers, administrators, and staff felt it
was his or her responsibility to help guide the new transition students toward academic success.
The majority of the teachers noted that helping a student through this difficult first year transition
was part of their job even if it was not explicitly stated. One of the middle school teachers
expounded by suggesting that if a teacher did not go out of his or her way to help a transition
student, whether the student was struggling or not, the teacher was failing at his or her job. This
teacher felt it should be innate for all teachers to want to help students find their place in a new
school environment. Another EHCS staff member followed suit, suggesting it was the place of
the educator to help a student transition socially more so than academically.
It was also found in the quantitative and qualitative data that a high school transition
student’s cumulative grade went down during their first year of transition, but increased slightly
after the first year. Once acclimated, transition students found success academically between the
first and second year at EHCS. The quantitative research demonstrated the high school transition
student’s prior cumulative grade affects the year one cumulative grade by decreasing it, while
their cumulative grade increased between year one and two. Based upon the qualitative data
collection with student interviews, it was found that many believed Ezell-Harding was more
130
academically rigorous than their previous school at first. Once they grew accustomed to the
workload, they were able to succeed with the new curriculum. All four parents also noted that
their child’s cumulative grade was negatively affected upon transitioning into Ezell-Harding, but
after learning how to navigate the new curriculum, their child found success.
The EHCS teachers, administrators, and staff were the only participants interviewed that
offered contradictory reports on transition students’ abilities to find academic success between
year one and two of the transition. The middle school faculty felt there was still enough time for
a student to find academic success after transitioning. This was believed because the students
usually did not transition in with poor academic habits already formed. The high school
teachers, on the other hand, did not support the notion that transition students were capable of
academic success. This belief was supported by the fact that high school students often
transitioned in with greater academic weaknesses, placing them at an increased disadvantage.
Finally, quantitative and qualitative data was found in regard to academic rigor at EzellHarding. It was noted that while students, parents, and faculty all found Ezell-Harding to be
more rigorous than other local schools, the data did not suggest this to be accurate. Twenty-five
of the thirty-five students interviewed stated that they believed EHCS was more academically
rigorous than their previous school; however all of the students interviewed equated rigor with
amount of homework. Qualitative data analysis showed that parents believed that nightly and
lengthy homework meant the curriculum was more academically rigorous. All 11 of the EHCS
teachers, staff, and administrators interviewed also mentioned the academic rigor as the main
reason why transition students were not successful in their first year. The quantitative data did
not find these statements to be accurate for middle school. There was no statistical connection
found between a middle school transition student’s prior academic success based on their GPA
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and their first year GPA at Ezell-Harding. While there was a statistical connection found
between a high school transition student’s prior cumulative grade average and their cumulative
grade average after year one of transition, there was no connection found after the first year.
While participants were asked repeatedly to define the terms of rigorous curriculum, neither a
conclusive nor a collaborative description was offered. These findings could be due to the small
sample size of transition students resulting in the need for more variation among the sample
population. Further research is suggested in order to discover if there could be a statistically
significant difference between a student’s academic progress based on GPA from their previous
school and GPA after year of transition.
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Chapter V: Conclusion, and Recommendations
Summary
This chapter includes the analysis of both the qualitative and quantitative data found by
the researchers at Ezell-Harding Christian School in connection with literature spanning several
decades. The conclusions and limitations of this study are noted as well. Finally,
recommendations are also suggested for EHCS based on the findings, as well as ideas for further
research on this topic.
This study hopes to contribute a greater understanding of how students transition both
academically and socially in an independent religiously affiliated school. Previous research was
conducted in regard to student transition primarily in public schools, but little data had been
collected to express results of students transitioning into an independent religiously affiliated
school. The study chose to focus on a small independent school in the metropolitan area of
Nashville, Tennessee, due to the schools large numbers of transitioning students. While the goal
was to work with all students involved in their second or third year of transition at EHCS, only
39 of the possible 65 students were able to participate. Parents of transition students as well as
faculty and staff also became participants in this study in order to have a better qualitative
understanding of transition students at Ezell-Harding.
The research was mixed methods in nature to accurately capture the emotions and
feelings of each participant involved in the study. The student and parent participants were
asked to complete Likert scale questionnaires and take part in one-on-one interviews. The
faculty and staff only took part in the interviews since the Likert scale questionnaire was
specifically directed at students or parents who have experienced transition. In order to support
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the qualitative findings, quantitative data were collected to analyze how students were
academically acclimating to EHCS.
The literature defined transition as a change that occurs from one point to another. While
everyone deals with transition throughout their lives, it is especially difficult on adolescents as
they search for a greater understanding of their own identity. The transition not only affects
students’ academic status but places strain on students as they learn to socially adjust as well. It
was found that transitions occurring between grades five through ten were the most challenging.
This was often due to a student struggling to find his or her own identity, while searching for
autonomy from parents and teachers. It was also found that school transitions are common for
adolescents due to the varied academic choices offered between Kindergarten through 12th grade.
Often parents choose to send their children to several different schools as they move through the
educational system. This transition can cause stress on the child, forcing him or her to learn and
understand a new school culture with each move.
There is also research to support that both middle school and high school transitions are
the most difficult. Research finds that middle school transition is the most difficult on
adolescents. Students dealing with transition between the grades of five through eight are
moving through their greatest emotional, physical, and social changes. Students are faced with
great strain during transition as they work to find peer acceptance. On the other hand, high
schools are often not as nurturing as middle schools, leaning more towards an academically
competitive environment.
Finally, the literature suggests strategies for aiding and retaining transition students in
both middle and high school. It is important for schools to recognize the stages a transition
student moves through and find tools to accommodate the student through the change. It was
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also found that advisory programs are very beneficial in aiding a child through a new school
transition. These mentoring programs can take the form of one-to-one meetings between the
transition student and a teacher, one-to-one meetings between a transition student and another
peer, or small group programs meeting daily.
Once the data were collected, findings were analyzed to look for common themes. The
nine null hypotheses were evaluated again in order to better understand the statistical
significance of academic transition at Ezell-Harding. Six of the nine nulls were retained
throughout the study, but null nine had one portion rejected and one retained. It was found that
while high school students may struggle to transition to Ezell-Harding, it was not evident at the
middle school level in regard to their academic abilities in the first year of transition. The
research did indicate that after the first year of transition in both middle and high school, students
appeared to find more academic success based on higher GPAs or cumulative grades. Upon
quantitative data collection, there was no evidence found to support that the EHCS entrance
exam is an indicator of a student’s academic success. All Ezell-Harding transition students are
required to take part in an entrance exam. The school stated that this entrance exam is a strong
indicator as to how well the transition student will adjust academically throughout the first
transition year and on the SAT-10 test.
The number of comments students, parents, and teachers made in regard to workload was
surprising. When asked whether or not Ezell-Harding was more academically rigorous than their
prior school, the students and parents simply responded by saying they had more homework.
Several of the teachers interviewed also remarked on the workload of the school and equated this
to academic rigor. Upon completion of the data collection regarding the high academic
standards set at EHCS, there was evidence to suggest that students did struggle academically
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during their first year of transition in high school. In connection with the academic rigor, parents
and faculty also believed that middle school transition students entered with high GPAs from
prior schools and ended their first transition year with lower GPAs due to academic strain. There
was no evidence to support this assumption throughout the study.
One null that was rejected compared a student’s results on the Stanford Achievement
Test (SAT-10) in their first year, to their GPA in year two. The SAT-10 is an exam performed in
middle school during mid April, testing a student’s skills in reading comprehension and math.
Ezell-Harding uses this exam at the end of each year to better gage a student’s comprehensive
progress. Upon completion of the data analysis, there was evidence to support that a student’s
SAT-10 score directly related to their academic success the following year. This finding
suggests that the SAT-10 test is a good indicator of what areas a transition student needs to
strengthen before starting school the following year. The scores can offer support and guidance
to the student, parent, and teachers to look for modifications that need to be made in English and
math classes.
Two other nulls that were rejected compared academic standards in regard to a high school
student’s cumulative grade. The first null compared a student’s prior cumulative grade to their
year one cumulative, and the second null compared the student’s year one cumulative grade and
his or her year two cumulative grade. It was found that there was evidence to support academic
decline between the prior school and the first year of transition. It was also found that a student
begins to find more academic success in high school between year one and year two. This would
suggest that a student does not acclimate academically to Ezell-Harding until the end of the first
year.
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Findings
There were six research questions addressed throughout this study:
Research Question One: Is there a significant relationship between students' past
academic achievement and their ability to succeed academically at Ezell-Harding
Christian School as measured by previous and current GPA?
Twenty-six of the student participants stated that they believed EHCS was more
academically rigorous than their previous school. Many students stated their parents transferred
them to EHCS because of the lack of academic rigor they were getting in their previous schools.
Interviews with the parents of the transition students indicated that three out of four participants
agreed to move their children to new schools due to the negative perceptions of their child’s
current school. Gauatm (2011) showed that the negative and positive perceptions of a school
could encourage families to transition their students into what is considered the best academic
environment. Three of the four parents had children enrolled in the Metro Nashville Public
School system and felt their children were not being challenged enough academically.
The number of comments students, parents, and teachers made in regard to workload
surprised the researchers. When asked whether or not Ezell-Harding was more academically
rigorous than their prior school, the students and parents simply responded by saying they had
more homework. One student stated that he/she had multiple hours of homework each night in
every subject. One parent stated that their child was easily earning 100s on all assignments and
tests at their previous school, but was truly challenged academically upon entering Ezell-Harding
in middle school. Several of the teachers interviewed also remarked on the workload of the
school and equated this to academic rigor.
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The results were mixed between middle and high school academic growth. In rejecting
null three and null nine, it was found that there is a statistically significant difference between
incoming cumulative grade average and year one cumulative grade average for high school
transition students. This could relate to the high school teacher’s comment that high school
students transitioning were further behind than their middle school counterparts, and they did not
have the time to catch up to the standards of EHCS. The middle school results suggest
otherwise, in retaining null hypothesis one. It was discovered that there is no relationship
between a transition student’s previous GPA and the individual’s score on the Ezell-Harding
entrance exam. The same was found in retaining null hypothesis two, that a student’s prior GPA
did not affect the first transition year GPA.
The findings at Ezell-Harding support the research of Atkinson (2010) suggesting a
student’s academic performance declines during a transition year at the high school level.
Atkinson found that students in high school struggle academically during transition due to
learning the new grading scales and understanding a new school curriculum. The study also
supports findings from Barber and Olsen (2004), suggesting that a student’s academic
cumulative grade drops during a transition year in high school. The study goes on to connect
with findings from Horowitz and Specter (2005) suggesting that some students actually perform
better academically when switching from a public to religious private school. This finding was
true for middle school transition students at EHCS.
The findings were mixed for Astbury (2010) in that students tend to academically decline
during transition. This researcher indicated that transition students often face high failure rates,
high drop out rates, and high absenteeism. While students, parents, and faculty expressed these
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concerns during interviews, the quantitative data did not find this assumption to be true at the
middle school level.
Research Question Two: Do previous social ties with students at EHCS impact the ease
of the transition period from the former school to the EHCS?
The interview data revealed that middle school transfer students feel it takes much less
time to acclimate to the school and make friends than their high school counterparts. Middle
school students stated it took an average of two months to acclimate, and many stated it only
took them a matter of weeks to feel a sense of belonging, while the high school students involved
in the study stated it took them an average of a year to feel as if EHCS was their school. Several
students also mentioned playing sports with EHCS students prior to transitioning to the school,
making the transition easier since they already knew a few students on campus. Early
adolescents tend to be very self-centered, demand a greater sense of autonomy, and have a
greater focus on creating strong bonds with peers, instead of parents. This need for autonomy is
the reason why it is believed that middle school transition students did not need as much time to
form bonds as their high school counterparts.
This finding was unique considering the majority of the research in the literature review
suggests middle school is the most difficult time to transition. As stated previously in the
literature review, Atkinson (2010) deemed that middle school transitions were the most difficult.
According to Piaget and Erikson, children of middle school age, 12-15, were moving through the
greatest physical, emotional, and social changes of their lives (Atkinson, 2010). Barber and
Olsen (2004) also suggested that transitioning students face a great deal of social strain during
transition. The researchers suggested that a student transitioning in middle or high school often
feels a sense of loneliness and poor self-esteem. The findings did connect with Kingery et al.,
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(2011), in that middle school students transition easier if they already have peers at the new
school. This was true for a few middle school students interviewed in the study in connection
with sporting teams or older siblings.
Upon completion of the study, it was not found that middle school students were
struggling during their transition. The parents and teachers interviewed validated these findings
by commenting that it was easier to transition in middle school for a variety of reasons including
academic workload, connection with administration, and ease in making friends. Two parents
mentioned their child transitioned easily in middle school due to knowing friends on athletic
teams or having an older sibling attend EHCS. It was also noted that several EHCS teachers and
faculty felt there was a need for a more formal advisory or mentorship program for transition
students. While many mentioned that the school size aided in teachers knowing who was new to
the school, it was noted that EHCS did not have well-designed program for transitioning
students.
Research Question Three: Do extracurricular activities impact the transition of the
transfer student in his/her acclimation to EHCS?
It was clear from the data that extracurricular activities play a strong role in the
acclimation process; however, students interviewed stated that they wished the school offered
more than just sports and service learning clubs. Of the 35 students interviewed, 31 were
involved in some activity after school. All of the students enrolled in clubs or sports noted that
they acclimated to the school within the first six months. It appeared that boys who played
baseball in particular acclimated the fastest. One male student, who was a member of the
baseball team, stated that he was named to the homecoming court within his first year of
transition. An Ezell-Harding staff member also noted that male student athletes acclimated
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quicker than other transitioning students. Of the six students not involved in Ezell-Harding
activities, all of them mentioned that acclimation to the school took them much longer. These
findings connect to the research conducted by Strine (2007), who suggested that earlier in the
transition the student began to participate in extracurricular activities, the quicker the student
would feel comfortable, which he pointed out was the first step in the transition process.
All of the participants felt that extracurricular activities encouraged the transitioning
students to acclimate faster to Ezell-Harding. While not all students of the parents interviewed
participated in EHCS sanctioned activities, all of the parents interviewed felt that the school
offered more than enough clubs and positions for students to join. This is opposite of what the
students stated. The students stated that EHCS offered enough sports as extracurricular
activities, but they believed that there were not enough clubs offered on a consistent basis. One
parent commented that her child joined the soccer team at the beginning of the year, helping him
or her to meet new friends prior to school starting. Another parent noted that his or her child
joined the baseball team for summer practices. The team, she believed, helped her child meet
friends faster and feel more socially accepted. The faculty and staff fully supported the
importance of extracurricular activities and the ability for a transition student to adjust quicker.
One faculty member was quick to note that students involved in athletics find their transition to
EHCS much easier.
It is believed that the students enrolled in extracurricular activities felt more socially
accepted at Ezell-Harding, which then supported the student’s abilities to perform better in the
classroom as well. It was apparent that EHCS highly regarded their extracurricular programs, in
particular baseball. Several of the students, parents, and teachers mentioned how good their
baseball team was, and how many students transition to the school solely for this reason. One
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student in particular stated that his acclimation was a matter of days because of his affiliation
with the baseball team. This research supports findings conducted by Strine (2007), who
indicated that “the sooner a student experiences feelings of fitting in, the more successful the
student will be in areas of academic and social accomplishment” (p. 66). Strine also concluded
that with each transitioning student, an adult played the role as a difference maker in transition
process; the coach or other adult associated with extracurricular activities could fill this role.
The research also supports the findings of Weiss and Bearnman (2007), suggesting that students
who join extracurricular activities tend to acclimate faster to new environments.
Research Question Four: At what point(s) during the first year did students feel the
transition to EHCS was difficult?
It was found that middle school students were more likely to penetrate the bond that the
lifers of EHCS had created. This is believed to be due to the fact that middle school students
tend to change both physically and emotionally during this time. Transitioning students are able
to join the created cliques because the established order is in disarray. This offers an opportunity
for the transition students to acclimate themselves to their changing physical and emotional
needs.
All parents of the transfer students also commented on how their children adapted faster
socially than academically to the new school environment. The parents felt that their
involvement was not necessary to help their child acclimate; their children made quick bonds
with new students in order to feel connected to the school. All parents involved in the study had
children who began their transition to EHCS at the middle school level. Several parents
suggested that the transition at the middle school level was easier than at the high school level.
While few parents explained their beliefs behind why they felt a middle school transition was
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easier on their child, one parent did mention that she had two boys transition into EHCS at the
same time, one in middle school and one in high school. This parent felt that the high school
child faced far more challenges throughout the transition than the middle school child. Two
other parents mentioned the middle school principal was integral in aiding their child’s transition
into EHCS. Parents also mentioned the small school environment eased their child’s transition at
the new school. While Barber and Olsen (2004) suggested that small school environments can
feel intimidating and unwelcoming, the EHCS parents felt their children acclimated easier due to
the size of the school.
The students interviewed during the study agreed with Barber and Olsen (2004). Many
of the students stated that it was difficult to transition socially into the EHCS environment
because many of the students had been attending school and church together for a number of
years and did not readily accept outsiders. They stated that the other students were friendly in
the beginning of the transition, but once the newness of the transition student wore off, the
transition student was ignored and forced to find ways to socialize on his or her own.
Research Question Five: Is there a significant difference between the academic
progress of the transfer student in year one and the academic progress in year two?
It was found that middle school transition students performed better academically during
their second year of transition in relation to their success on the SAT-10 the year prior. It was
believed that the SAT-10 score in the spring offered the new student a confidence boost in his or
her reading comprehension and math skills. The finding was noted by rejecting null hypothesis
five that a student’s SAT-10 scores from year one do not affect a student’s GPA or cumulative
grade in year two. As stated previously, in rejecting null nine there is data to suggest that while a
high school students’ cumulative grade falls between his or her prior school and year one of
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transition, this grade gradually rises between year one and year two at the transition school.
Further, data suggest that high school students find more academic success between their first
and second year of transition based on their cumulative grade.
While parents and faculty felt that transitioning students struggled to adjust academically
at EHCS, this was not apparent in the research at the middle school level. There were three nulls
retained due to a lack of data to support that middle school transition students see a decrease in
their GPA. In retaining null hypothesis six, it was discovered that there was no connection to a
student’s incoming GPA affected their year two GPA. Further research was conducted to
support the lack of academic change between year one and year two for a transition student, by
retaining null seven and null eight. Null seven found no connection between a student’s prior
cumulative grade and their cumulative grade in year two of transition. Null eight found no
evidence to support that a student’s year one GPA affected the student’s year two GPA.
Several of the Ezell-Harding faculty members were adamant that transitioning students
have a very difficult time finding academic success within the first two years. It appeared that
the faculty believed the transitioning students transferred in with far too many academic gaps.
While this study refutes findings by Astbury (2010), the opinions of the EHCS faculty agree that
transition students often struggle because they arrive at their new school underprepared. Astbury
went on to suggest that early academic failures in a student’s educational career could affect
them years later. This claim was not found with the EHCS transition students. It should also be
noted that the faculty members interviewed stated that they believed students who transitioned
into EHCS at the middle school level were far more apt to acclimate academically than their high
school transitioning counterparts. The high school faculty believed that students who
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transitioned at that stage were too far behind academically, and the school was not left with
enough time to catch the student up to the academic level required at EHCS.
Research Question Six: Do previous religious ties impact the ease of the transition
period from the former school to EHCS for new transition students?
It was found that when middle school students were asked about the role religion played
in their transition, they felt it helped them transition faster. Thirteen of the 17 middle school
students interviewed stated that religion was a factor in both attending EHCS and acclimation
time. The religious affiliation did not seem as crucial at the high school level. Eleven of the 18
high school students interviewed stated that religion played a factor in their attending EHCS, but
only four of those stated religion played a part in their acclimation process to the school.
While Horowitz and Specter (2005) suggest that students attending religious private
schools tend to have increased GPAs, the religious affiliation of Ezell-Harding did not seem to
influence the transition students. Upon further review, the findings of this study matched much
of the research on the topic. Hutchins (2008) researched the transition from elementary school to
middle school and how this social upheaval affected students, and he found that most students
stick with those who have a sense of familiarity, or the idea that students faced with a new
environment tend to seek out those with whom they have a prior knowledge. He believes this to
be true because most students entering middle school do so on equal ground. “As children and
adolescents attempt to fulfill their own goals or exert their own will upon others, they must also
learn to adapt to the goals and needs of others” (Hutchins, 2008, p. 7). Students who choose
peers with similar goals have a greater opportunity to achieve those goals. Using this research, it
can be said that those students who previously attended a public school where religious beliefs
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are often not recognized, felt a sense of connectedness to the school and their fellow students
because they shared a familiarity with Christianity.
Conclusions
This research study attempted to determine why students who transitioned into EHCS
either during middle or high school did not complete their education there. The assumption
made by the school was that students transitioning into the school were unable to academically
acclimate to the school. What the research actually indicated was that most students had little to
no difficulty academically transitioning into the school; however, social acclimation depended on
whether or not the student transitioned into the school during middle school or during high
school. It was believed that academic strain was not the reason students did not transition
smoothly into EHCS, but possibly a lack of a social connection. This belief was supported
through the quantitative nulls that were retained regarding academic success or failure for
transitioning students.
Quantitative research gathered indicated a direct link between the brevity of middle
school students’ acclimation time and those of high school students. Significant data was found
in retaining several nulls to suggest that a student’s middle school GPA was not affected by the
transition. However, in rejecting two nulls, there was conclusive data to support high school
students do not transition as easily. McMillan and Chavis (1986) narrowed acclimation research
into four main elements: membership, influence, integration and fulfillment of needs, and shared
emotional connection. It is believed that once students enter high school, the idea of
membership has already been established, and it becomes much harder for students to integrate
into the already established hierarchy of the school. However, this is the opposite of research
found in the literature review. Middle school students, according to research, typically have a
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more difficult time acclimating to a new educational environment according to Atkinson (2010)
and Barber and Olsen (2004).
It was also concluded through qualitative research that students who were also athletes
had a much easier transition period than those who were not. Many of the male and female
participants stated that their participation in sports allowed the student to feel a sense of
membership. Two other students reported that because they were athletes, they felt as if there
was no transition time associated with their acclimation. These two students were also voted by
their student peers to the homecoming court for the fall in which they enrolled in the school.
Certain athletic programs, which practice during the summer, provided a means for many of the
transfer students to become acclimated more quickly than those who may have been athletes but
were not involved in summer workouts or practice. One student reported that being a member of
the football team and practicing a few weeks before the start of school, allowed him to feel more
comfortable on the first day of school because he already knew a small group of people from the
team.
It was also found that on average middle school students had easier social transitions than
high school students. On average, a middle school transfer student felt a true sense of belonging
to EHCS within a month, while the average high school transfer student noted a full year before
getting this feeling. The high school female participants in particular mentioned how socially
uncomfortable they were for the first year during transition. One student even said it took her
more than a year, and she only started making friends after being involved in a mission trip with
fellow EHCS students. Many students believed that more extracurricular activities, not
necessarily athletics or mission trips, needed to be offered in order to provide more opportunities
for students, especially female students in high school, to find peers with similar interests.
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Qualitative research concluded that there is no negative association between academics
prior to enrollment at EHCS and after year one of enrollment; however, quantitative data proved
otherwise. Parents and teachers believed that there was a definite decline in student grades in the
first year of academics at the school. Both groups suggested students declined anywhere from
one to two letter grades during their first year of enrollment at EHCS. Students had a different
perspective. While most students stated that there was an increased rigor in EHCS when
compared to their previous school, they also stated that it did not take them long to adjust
academically, and their grades did not suffer.
Quantitative data also showed the mean averages of all high school students who
participated in the study only dropped roughly two cumulative grade points during their first
transition year from what they received at their previous school. Also, at the end of year two, the
mean average had increased roughly one point, bringing the mean average of students up to the
same grades they were receiving at their previous school. This data goes against what some
teachers and staff members said pointing to transfer students not being able to get caught up in
their studies or falling behind students that had already been attending EHCS.
It was also concluded that the number of limitations associated with the research study
hindered the progress of the research progress at times. Most of these limitations are associated
with the school itself, but there are other issues that limited the research process.
Limitations. The research conducted on transition students entering Ezell-Harding
Christian school had an extensive list of limitations. The earliest limitation was that prior to the
research, the three researchers had previous experiences with private schools, which could create
a bias. One attended and worked in a private school. One was a principal of a private school.
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One worked in a private school when the research was conducted. There were seven other
known limitations to the study. They are:
1. The small student population and sample size limited the study of transitioning into
Ezell-Harding. Once the research began, it was discovered that there was a smaller
than expected population with only 64 eligible students for the study. Only 39 of
those chose to participate.
2. Due to the small student population and the nature of the research, the students and
parents eligible for and involved with the study were well known by the researchers’
contact person within the school and the school’s administration. The involvement of
school staff could potentially have biased the results due to unforeseen and
unintended influence.
3. Time was a considerable barrier due to the research being limited to students who
were currently in their second or third year of transition to Ezell Harding. This
limitation was due to the use and collection of data.
4. Although a pilot study was conducted, there were no minority participants. This is a
limitation due to the fact that the actual study had minority participants, and the study
was not tested with minority students.
5. A time limitation that existed was that parents had less than two weeks to fill out the
survey and return by mail, as well as submit the permission form approving the
interview.
6. Interviews were conducted in an open room that was used by other various EHCS
employees throughout the day, which potentially could have influenced the responses
of interview participants.
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7. Prior to the consent process with the eligible students, the elementary principal of
EHCS resigned his position. While a replacement was being vetted, the researchers
were unable to gather information from the principal that would have been helpful to
the research.
Recommendations
For students who are transitioning into a new school, transition programs are a necessity
to achieve their full academic potential, as well as adjust socially to their new environment.
Transitional programs address students’ various academic and social needs. Transition programs
do not necessarily have to center on transition students. All students need help at various stages
of development with academic and social needs. Combining the two and implementing any
number of programs will ensure the school is putting the students first.
Advisory program. While more quantitative research is needed, this mixed methods
study does support the evidence mentioned in the literature review. It was found that transfer
students at EHCS middle school transition both academically and socially at a faster pace than
the transfer students entering at the high school level. A need was found for a mentoring
program both academically and socially for all transition students. After interviewing the
teachers of EHCS, there appeared to be a need for an established advisory program. This is in
support of the research conducted by Strine (2007), and in connection with Maslow’s hierarchy
of needs, in that a person can thrive in an environment only if he or she feels a sense of safety
and belonging. In connection with studies conducted previously on transition students and with
research conducted at Ezell-Harding Christian School, several recommendations have been
determined to modify programs that are currently in place for transitioning students at both the
middle and high school levels.
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Given the nature of EHCS and its mission, it is recommend that adding an advisory
program for all students in middle and high school will significantly increase the sense of
community for all students. As previously defined in the review of literature, “Advisory
programs are organized small groups of students and teachers who meet regularly during the
school day, providing a system of individual supports for all students to enhance academic,
career, and personal/social development designed to enhance student success” (Brady, 2012, p.
31).
This type of program is necessary at EHCS because the one guidance counselor appears
to be overwhelmed with the current responsibilities. The counselor is responsible for scheduling
all students in the high school level, providing guidance and support for various students as
needed, as well as ensuring seniors have completed all qualifications for graduation and college
readiness. It was noted that tracking and ensuring transition students receive all of the care they
need appears to be moved to the background. This is not beneficial for all stakeholders involved
because a developed sense of belonging has been proven to promote “higher academic
performance, lower dropout rates, and higher self-esteem” (Borgeson, 2009, pg. 5).
The implementation of an advisory program would not only benefit the students
transitioning into EHCS but the students currently enrolled as well. According to Meloro (2005),
during the formative stage of life, children, regardless of age, look for a role model in which to
emulate. Character development and anti-bullying programs are just a few of the opportunities
students will be able to explore throughout the implementation. Advisory programs ensure that
each student is introduced to a caring role model (Meloro, 2005). Students transitioning into
EHCS need to have a place in which they can receive mentorship, supervision, nurturing, and
assistance with academic and social issues.
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Suggestions for Advisory Program Goals for EHCS.
1. Create committee of students, teachers, and administrators for research and
implementation
2. Implement advisory at the beginning of the school year
3. Provide administrative support
4. Ensure teacher buy-in
5. Have a clear focus
6. Evaluate and/or revise the program on a yearly basis based on feedback from staff and
students
Creation committee. A committee of interested teachers, students, administrators, and
parents should to be formed in order to determine the specific components of the advisory plan.
This committee should include not only parents who have had students enrolled in EHCS for
numerous years, but also the parents of new or transitioning students. Two of the four parents
interviewed stated that it took them just as long if not longer than their students to acclimate to
EHCS; involving them in this process would ensure a community effort. Including students will
give them a sense of ownership; therefore, increasing and quickening student buy-in to the
program.
This committee should determine the type of advisory program, as well as the size,
grouping strategy, and meeting dates and times. As previously stated in the literature review, the
type of group determines how large the groups would need to be. The determination of the
grouping strategy will also have an impact on the number of students and the structure of the
advisory program. The committee could choose to have an advisory consisting solely of students
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who are in transition. While some may argue that this will further alienate them, it would offer
the transition students a common group on which they can rely.
Implement advisory at the beginning of the year. Once the school year and the student
acclimation process have been established, it is difficult for any adolescent to redirect and accept
a new concept. Implementing the advisory program and establishing the scheduling aspects of
the program from the very first day of the school year will help ease the transition for students in
transition, as well as for students already established within the school. Johnson (2009) believes
that there should be critical planning time established for teachers, administrators, and students
in establishing implementation policy, especially in the first year.
Provide administrative support. It is understood that school administrators have many
issues that must be addressed on a daily basis that seem more immediate than supporting an
advisory plan; however, if school leaders do not motivate and inspire staff to create initiatives for
student growth, any advancements in the school are likely to suffer (Brady, 2012). Even with the
turnover in administration at ECHS in the past several months, the remaining administration and
leadership teams should make an effort to initiate change and structure into the school in order
for transition students to feel just as comfortable as the transitioning administration.
Ensure teacher buy-in. Teacher resistance has long been listed as one of the main
reasons behind the failure or ongoing success of advisory programs. Brady (2012) states that the
argument of the guidance office being solely responsible for student guidance is over. Teachers
are the one constant in the day-to-day dealings with students. They see the student on a daily
basis and often can reveal more about the student than anyone else in the building. Teachers can
also reflect on the consistency of the student, while an administrator who only sees the student
on a periodic basis cannot.
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Have a clear focus. If an advisory program is to be successful at EHCS, the school
should determine what the desired outcomes for the program are. If the school is unsure of the
result of the program, the program will most likely fail. The needs of the students and the school
must be addressed and acknowledged during this planning stage. This focus will drive the
planning and implementation of the advisory program and enhance the overall culture the plan
will bring to the school (Johnson, 2009).
Some of the factors that would need to be determined in the initial planning and
implementation phase are (a) if a specific curriculum will be purchased or if the advisory
committee and teachers will be responsible for design and planning; (b) if all activities will be
done as a school or in particular groups; (c) how groups will be determined and arranged; (d)
whether or not advisories will be daily or weekly; (e) how advisories will be placed into the daily
schedule; (f) steps for monitoring and marking progress (Brady, 2012).
Evaluation and revision. Sustainability is a large component when discussing any new
model or strategy in education. EHCS should determine what will happen when and if advisors
and administrators leave the school, and how new students will be placed. There also should be
ongoing collaboration between the advisors and administration to determine if the model is
working or if the structure and course curriculum needs to be adjusted to fit the changing needs
of the school. It is recommended that the creation committee meet once every few months to
determine whether or not the program is working or if adjustments need to be made.
Student mentor program. It is also recommended that Ezell-Harding create a program
that connects school staff with new students in order to implement a formal academic mentorship
program. As stated in the Literature Review, mentoring can be defined as an ongoing
relationship with an older and experienced adult and a young person (Richard, 2012). EHCS
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faculty and staff believed that they already had a strong mentoring program in place for
transitioning students. Upon interviewing the EHCS faculty, it was their perception that the
schools RenWeb program was already helping teachers monitor new students. This was the
school’s online academic program that monitored the student’s grades. Any teacher of the
student can see all of the student’s grades, as can parents. Teachers also have access to the
parent emails though RenWeb. Many teachers mentioned the ease of parent and student
communication through this program. Through the research conducted at Ezell-Harding, it was
found that this was the only formal communication system for new transition students.
Through RenWeb, EHCS has the ability to create student files to record academic data.
This school technology allows Ezell-Harding to track student and family contacts, as well as
demographic information. The software also records parent, guardian, and custodial
relationships with students. RenWeb has an online grade book, which records grades, homework
assignments, and lesson plans. Tests can also be administered online. Any grades inputted flow
automatically to progress reports and report cards. Also, electronic notifications can be
programed for parental notification anytime a failing grade is inputted for their child. Parents
then have access though a parent portal. Parents can log in and have access to announcements,
calendars, and their child’s grades, homework assignments, and discipline events. Parents could
access billing information by logging into the parent portal of RenWeb (RenWeb Powering
School Systems Online, n.d.).
The guidance counselor was also mentioned several times as the person at the school who
keeps academic tabs on transition students. The high school and middle school teachers
mentioned the counselor may or may not notify them if a new student is entering the school or if
a new student is struggling academically. While this is sound, the guidance counselor should not
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be the only person in charge of determining whether or not a student is in need of assistance or
guidance. It is recommended that a universal system be established that places responsibility for
students on all stakeholders’ shoulders, not just the guidance office.
There were conflicting views of proper monitoring programs for transition students. One
of the principals stated that the school was so small there was no need for a formal
communication system announcing new students. They went on to mention that often there were
only a handful of new students a year, stating they were easy to seek out. This principal also
mentioned they ensured that all new students were guided around the campus on their first day of
enrollment by another student mentor. This student was usually assigned the first day of school
and only stayed with the transition student for the first day, helping him or her locate each class.
Another teacher also noted it was unnecessary to create a transition monitoring program because
their classes were so small, and they knew who the new students were automatically. On the
other hand, a few middle school teachers thought a more formal transition or mentoring program
was absolutely necessary for the school. These teachers spoke of creating summer boot camp
programs to help initiate both the new student and the family into the Ezell-Harding school
culture. They also encourage summer tutoring programs to take place to help address academic
weaknesses before the school year started.
Suggested Stages for the development of a mentoring program at EHCS.
1: Administrators from the middle and high school, as well as the guidance counselor,
should select teachers for mentorship program. The teachers will have varied levels of
experience in the classroom, teach a variety of classes, and ensure that they are not overloaded
with the sponsorship of extracurricular activities. Once the teachers are chosen, they will be
interviewed to ensure they are willing to be part of this program.
156
2: EHCS should provide professional development for all teachers becoming mentors to
ensure they are highly trained for this new role.
3: The teachers should then be paired with a new student enrolling to EHCS.
4: The teacher should first meet with the family and the transition student together before
the school year begins in order to have a better understanding of what the transition student is
facing academically and socially upon entering EHCS. Many of the transitioning students stated
they did not have an introductory period with the school; they were simply assigned classes and
told how to get there. Many of the parents also stated that it took them longer to acclimate to the
school because of the lack of communication. This meeting would allow the transitional student,
parents, and teachers to meet in order to initiate the bonding period.
5: Once the school year has started, the mentor teacher should work to develop trust and a
strong rapport with the mentee. This will occur through bi-weekly meetings either before school
or after school.
6: After the initial week of school, the mentor should work with the mentee to set and
reach measurable goals for the first quarter. Of the five teachers interviewed for the study, only
two of them stated that a mentor program was necessary. These teachers stated that the class
sizes were already small at EHCS, and that made it easy for students and teachers to build
relationships organically instead of through a program.
7: Finally, the mentor should create a sense of closure at the end of the year with the
mentee (Abiddin & Hassan, 2012).
Stages one and two of the mentorship program suggests that EHCS create a formal
program within the school. To improve success, teachers selected as mentors should have ample
time to spend with their mentees and are willing to go the extra mile to see that their transition is
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successful. As previously stated, only three of the five teachers interviewed stated they wished a
mentor program existed. Selection of the participating teachers is important to the overall
success of the program; if the teachers are not willing to put in the extra time and do not hold the
belief that the program will work, the program will most likely not succeed. The teachers
selected for this program should also be provided with formal professional development,
preparing them for their role as mentor. The professional development should be offered no less
than three months before the program begins.
During the third through fifth stages, Ezell-Harding mentors should focus on developing
strong bonds with their mentees. In this stage, the mentor and the mentee become familiar with
each other. These initial meetings should occur prior to the school year and may include the
parents on the initial visit. This is the second most important stage for the mentorship program
because the norms for this relationship are created (Richards, 2012). The mentor should ensure
that goals are established in these early meetings that are both clear and measurable. It is in this
stage where each person is working to understand and get to know the other.
In the sixth stage, the relationships are established, and the mentor and mentee are
working towards previously established goals. This stage should occur at Ezell-Harding no later
than mid-September, in order to ensure that the transition student feels his or her initial needs are
being met. At this point in the relationship, the mentor and the mentee should have clearly
established goals for the year that are attainable and associated with clear deadlines (Abiddin &
Hassan, 2012). The second stage of the mentorship program will last the longest and consist of
weekly or bi-weekly meetings between the mentor and mentee. The parents, teachers, or
guidance counselors may also occasionally be included in these sessions.
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The final stage of the mentoring program is for closure. The transition students at EzellHarding need to understand why this relationship must slowly change. It is important for the
student to have more autonomy over their academic success. This stage is crucial considering
they have already gone through drastic changes by entering the new school. It is important for
the student to recognize why this relationship is ending and have time to grieve this loss. This
stage is also important in order for the mentee to take greater independence in their academic and
social success at their new school.
Summer academic program. It is also recommend that Ezell-Harding implement a
summer “boot camp” for students transitioning to the school in the fall. Throughout the research
process, students noted that it was challenging to meet the demands of the new academic
curriculum upon entering Ezell-Harding. Parents and teachers also shared that new students
were often not academically prepared to meet the rigor required of them at EHCS. This
academic difficulty was attributed to a number of reasons, along with the ease of curriculum at
previous school, the promotion of a new grade level without the appropriate skills, and lack of
formative assessments testing skills. It is shown that students who experience a number of
stresses as they move through a new transition have trouble juggling all of the new changes, and
their grades drop, as well as their desire to succeed (Sutton, 2009).
Suggested Stages for the development of a summer tutoring program at EHCS.
1. Establish a team of EHCS teachers and staff, along with upper classmen, to prepare a
two to three week summer boot camp for all transitioning students.
2. In late May-early June, teacher and staff at EHCS create a summer boot camp
curriculum.
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3. Encourage all new transition students to attend summer program through calls home,
emails, and personal letters.
4. Late July-early August start two to three week summer program.
5. End of camp should allow for a closing ceremony.
Ezell-Harding should create a summer transition program that is offered during a two-to
three-week session for all new transition students entering EHCS. This would provide time for
the new students to get to know one another, acclimate to their new school environment, meet
new teachers and administration, and start learning the curriculum expectations. The camp
would place an emphasis on high academic achievement and provide a stepping-stone for the
transition student before the start of the school year.
The first stage in preparing a formal summer program is to ensure that EHCS recruit
teachers, staff, and upperclassmen. The principals at the middle and high schools will send out
an email to all teachers, staff, and students interested in working a summer boot camp for
transition students. Teachers in the sixth and ninth grades will be specifically selected if they
show interest in this program, considering they are often the ones teaching the transition
student’s in their first year. The students selected will be chosen after they submit letters of
recommendation from two teachers and have grades above a 3.0 average. Students will also be
considered for this program based on the extracurricular activities in which they participate.
Once the staff has been selected, the school will provide training for all members to
ensure they are prepared to teach in the boot camp. The teachers will have professional
development provided at the end of May or first of June in order to have time to prepare their
course load. The teachers will be required to submit lesson plans to the administrator to ensure
that proper skills are being taught in this crucial two to three week period. The EHCS students
160
will come for training at the beginning of July, so the newly learned skills are fresh in their
minds when the summer camp starts.
The EHCS students will then be paired with a teacher to
work with throughout the camp.
Families of transition students should be notified of the summer training program through
email, phone message, and a formal letter sent home. EHCS should strongly encourage all
transitioning students to take part in this program, whether the student can stay for the entire
three week period or just a few days. The families interested in the program should reply to
EHCS no later than two weeks before the camp begins if they are interested in enrolling.
The fourth step is the implementation of the summer boot camp program. It is here that
EHCS should implement the reviewed summer strategies suggested in chapter two. Each student
should partake in the core curriculum classes of math, science, English, and social studies. The
students would also learn proper note taking techniques, how to read academic text for key ideas,
and how to keep all handouts and important school information organized. Teachers who have
these new students in the fall should lead these classes. The EHCS students should also play a
large role in the summer program by providing tutoring to any student that needs extra help, as
well as enlightening the transition students on the social norms of the school. As suggested by
Smith (2012), the goal of this program is to help acquaint the new students with the academic
and social expectations of Ezell-Harding. The summer program is also a powerful tool for the
student to receive extra assistance in a particular subject area.
The final stage of the summer program is the evaluation piece. This is the time transition
students should be allowed to reflect on what they have learned throughout this three-week
period. The teachers should also send status reports home to notify parents of academic progress
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throughout the training. This would provide goals for the student as he or she enter their first
year at EHCS.
Student Tracking. Finally, it is recommended that a tracking system be implemented at
Ezell-Harding Christian School. Many of the teachers interviewed stated they are given very
minimal information about transition students before their arrival. Another EHCS staff member
indicated that she is typically the one with the student tracking information, and it is her
responsibility to determine which transition student needs help. This recommendation suggests
that the teachers and the administrators also keep track of their students’ academic performances
in order to provide assistance to them. This tracking should involve looking for trends when it
comes to academic performance. Tracking of students in order to ensure academic
accountability can be done through the use of the RenWeb system which EHCS already has in
place in their middle and high schools. As previously stated in chapter four, RenWeb is a system
that allows teachers to log academic data and parents and students to view this information. It is
believed that Ezell-Harding would be capable of using RenWeb in the same fashion as other
schools currently using this system, in order to keep stronger data for the transition students.
Ezell-Harding Christian School Student Tracking and Intervention Program. It is
recommended to Ezell-Harding Christian School that a student tracking team and intervention
program be established consisting of teachers in both middle and high school, the school
counselor, and one administrator from both middle and high school campuses. Following are the
recommendation steps:
1: Formation of the tracking team and intervention team. EHCS should first send out an
email to any teachers and staff who would like to participate in a student tracking team. The lead
162
administrators from both campuses, as well as the guidance counselor, would then interview the
possible candidates and select those best suited for the position.
2: Professional development on RenWeb. All members of the student tracking team
should become familiar with how RenWeb can offer academic data on each student.
3: Data collection bi-weekly on transfer students using RenWeb through the first
semester; then monthly through the rest of the first school year. Each member of the team would
be responsible for tracking at least one transition student.
4: Tutoring/counseling program implemented. When students are struggling with the
transition process, either the student’s mentor or a member of the student tracking team would
intercede.
5: Progress monitoring of tutoring/counseling program and bi-weekly data collection.
Either the student’s mentor or member of the adult tracking team would meet with the transition
student every other week throughout the first quarter. If the transition student shows progress,
the meetings will lessen to once a month. If the transition student is still showing signs of strain,
either academically or socially, the meeting will continue on a bi-weekly basis throughout the
first semester.
6: Exit interviews of students who are leaving. A letter of intent to enroll should be sent
in late April or early May in which parents may choose to let EHCS know whether their child
will or will not reenroll for the next fall. If a student decides to leave EHCS at the end of his or
her first transition year, the school will ask to meet with the student and the family to understand
the reason for disenrollment.
7: At year’s end, access overall goal accomplishments and tutoring/counseling program.
163
8: Make needed changes to overall program for the transfer students the following year.
Counselors will be vital in these meetings due to their input on what issues transfer students are
facing. The tracking and intervention team should readjust lesson plans and/or activities to
include facing some of these issues for the following year.
This program would have transfer students in grades 6-12 as its initial focus group, with
its goal of increasing the percentage of retention of transfer students each year. Students who are
receiving failing grades will be able to be tutored by teachers at EHCS, but before tutoring
begins, a counseling session must be conducted with these students. Based upon the data
accumulated by the researchers of this project, social concerns must be addressed when
observing academic performance. The tutoring program would consist of 30 minutes before
school to 30 minutes after school, focusing on any academic subject in which the student is
struggling. If the transfer student were failing more than one class, a schedule would be created
in order to allow for tutoring time in all subjects.
As stated earlier, students should speak with a school counselor before participating in
the tutoring program. Students cannot begin to conceptualize information that is given to them if
their cortisol levels are high, which is the part of the brain that decides whether to fight or take
flight. If students are in a classroom in which they do not feel comfortable, whether it be due to
the teacher in the room, classmates around them, the subject matter being taught, or the location
of the classroom itself, cortisol levels increase. The chemical cortisol, which determines fight or
flight, takes priority in the brain, and the student will have a difficult time learning material
because the student is in survival mode and learning how something works is not important at
that time (T. Brown, personal communication, March 3, 2013). Examples of social concerns that
could be hindering academic performance include bullying, anxiety, abuse, or depression.
164
Based upon the data collected for this research, students even in their second year of
transition into Ezell-Harding should be tracked. Acclimation length varies with different
students; therefore, students in their second year of transferring into Ezell should not be
overlooked, and should be able to participate in intervention programs before and after school.
Further Research
Further research of student transition on a larger, more varied sample population is
suggested. Completing further research using a larger transition student population would
benefit the school and other private schools. Research could also include tracking new transition
students during the acclimation process to a new, private school. This would provide in-depth
information and personal responses within the transition timeframe instead of after the transition
is complete.
Further study is also needed using more than one religious private school. A study
encompassing numerous schools with a large population of transition students would help
identify programs that could be used by multiple private schools where transition is seen as an
issue. This would also benefit the schools that require student enrollment as their means of
continuing education.
165
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175
Appendix A
Student Likert Survey Questions
1. My teachers were willing to help me when I had questions, during my first year at EzellHarding.
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
2. I understood how to do most or all the work in class, during my first year at EzellHarding.
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
3. My teachers listened if I was upset during my first year at Ezell-Harding.
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
4. My teachers encouraged me to do my best, during my first year at Ezell-Harding.
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
5. My teachers spoke to me in a positive manner, during my first year at Ezell-Harding.
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
6. My teachers were not interested in people like me, during my first year at Ezell-Harding.
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
7. It was important to me to make good grades, during my first year at Ezell-Harding.
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
8. I had more homework in my previous school than I did, during my first year at EzellHarding.
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
9. How important do you think each of the following is for helping a new student adjust to
middle school?
a. Being able to talk about what to expect in middle school
Not Important
Somewhat Important
Very Important
b. Becoming familiar with finding our way around within the school
Not Important
Somewhat Important
Very Important
c. Providing time for us to talk about issues that concern us
Not Important
Somewhat Important
Very Important
d. Provide tips on managing lockers
Not Important
Somewhat Important
e. Provide tips on getting to class on time
Very Important
Not Important
176
Somewhat Important
Very Important
f. Teach time management
Not Important
Somewhat Important
Very Important
g. Teach study skills
Not Important
Very Important
Somewhat Important
h. Provide support groups with counselors about changes in middle school
Not Important
Somewhat Important
Very Important
10. How long was it before you felt you had a sense of belonging at Ezell-Harding
1 month
2 months
5 months
1 year
Still do not belong
11. I feel like I am an important part of Ezell-Harding.
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
12. There is at least one teacher or adult who I can talk to if I have a problem at EzellHarding.
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
13. I am part of an extracurricular activity at Ezell-Harding.
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
14. Involvement in a sport or club helped me build relationships with my peers.
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
15. I have changed schools:
Once
Twice
Three times
Four Times
Five Times
16. I work hard and do academically well in all classes at Ezell-Harding.
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
17. I perceive that I am ahead of other Ezell-Harding students when it comes to grades.
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
18. I perceive that I am behind of other Ezell-Harding students when it comes to grades.
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
19. I perceive that I am equal to my peers at Ezell-Harding when it comes to grades.
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
177
Appendix B
Student Interview Questions
1. Do you feel that Ezell-Harding is more academically rigorous than your old school?
Why?
2. Do you think you have more or less freedom at Ezell-Harding in comparison to your
previous school, why?
3. Are you part of an extracurricular activity at Ezell-Harding? If so, how many teams or
clubs? What seasons? What specific teams or clubs?
4. Are you part of an extracurricular activity outside of Ezell-Harding? If so, how many
teams or clubs? What seasons? What specific teams or clubs?
5. If you participated in an extracurricular activity did it help you transition easier? How?
6. Do you think Ezell-Harding should offer more extracurricular activities? Why or why
not?
7. What was it like transitioning into a religiously affiliated school?
8. What religious belief do you classify yourself as?
a. Did you think religion played a part in the ease or difficulty of transition?
9. How long was it before you felt you had a sense of belonging at Ezell-Harding?
10. How did you build relationships with your peers at Ezell-Harding?
11. How did you build relationships with your teachers at Ezell-Harding?
12. What advice would you give students at Ezell-Harding, to help transfer students adjust to
their new school?
13. What advice would you give teachers and staff at Ezell-Harding, to help transfer students
adjust to their new school?
178
14. Do you remember when you first felt like you were connected to this school, or when it
became “your” school instead of “their” school? Please explain.
15. What do you think are the biggest challenges you have faced since transferring to EzellHarding?
16. What do you think are the greatest social challenges in transitioning to Ezell-Harding?
a. If you came from a public school, did you feel ostracized?
b. If you came from a private school, did you feel more prepared to enter EzellHarding
17. Do you already feel acclimated to this new transition?
179
Appendix C
Parental Likert Survey Questions
1. The teachers were willing to help my student when he/she had questions, during his/her
first year at Ezell-Harding.
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
2. My student understood how to do most or all the work in class, during his/her first year at
Ezell-Harding.
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
3. The teachers and administrators listened if I had concerns during my student’s first year
at Ezell-Harding.
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
4. It was important to me for my student to make good grades, during his/her first year at
Ezell-Harding.
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
5. My student had more homework in his/her previous school than he/she did, during his/her
first year at Ezell-Harding.
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
6. How important do you think each of the following is for helping a new student adjust to
middle school?
a. Being able to talk about what to expect in middle school
Not Important
Somewhat Important
Very Important
b. Becoming familiar with finding the way around within the school
Not Important
Somewhat Important
Very Important
c. Providing time for parents and students to talk about issues that concern us
Not Important
Somewhat Important
Very Important
d. Teach time management
Not Important
Somewhat Important
Very Important
e. Teach study skills
Not Important
Very Important
Somewhat Important
f. Provide support groups with counselors about changes in middle school
Not Important
Somewhat Important
Very Important
7. How long was it before you felt your student had a sense of belonging at Ezell-Harding
1 month
2 months
5 months
1 year
Still do not belong
8. I feel like I am an important part of Ezell-Harding.
Strongly Disagree
Disagree
Neutral
Agree
180
Strongly Agree
9. My student is part of an extracurricular activity at Ezell-Harding.
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
10. Involvement in a sport or club helped my student build relationships with his/her peers.
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
11. My child has changed schools:
Once
Twice
Three times
Four Times
Five Times
12. I perceive that my student is ahead of other Ezell-Harding students when it comes to
grades.
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
13. I perceive that my student is behind of other Ezell-Harding students when it comes to
grades.
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
14. I perceive that my student is equal to his/her peers at Ezell-Harding when it comes to
grades.
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
15. Please select the phrase that best describes the school your student attended before EzellHarding.
Private, religious-affiliated Public Private, non-religious
Homeschool
16. Please select the location of the school your student attended before Ezell-Harding.
Out of State in Nashville County Surrounding Nashville Not in Nashville area
17. With what religion do you most affiliate yourself? ___________________________
18. What gender are you? ________________________
19. What is your race? ________________________
20. What is the race of your student at Ezell-Harding?
21. What is your relationship with the student at Ezell-Harding?
Mother
Father
Grandparent
Other Guardian
22. What is your highest degree of education?
High School
Bachelor’s Degree
Master’s Degree
Doctoral Degree
181
Appendix D
Ezell-Harding Transition Parent Interview Questions
1. Why did you choose to transfer your student to Ezell-Harding?
a. Academic Rigor
b. Religious Affiliation
c. Social/Behavioral needs
d. Extracurricular Activities/Clubs
2. Do you feel that Ezell-Harding is more academically rigorous than your child’s previous
school? Why or why not?
3. Does your child participate in extracurricular activities or clubs connected to EzellHarding?
not?
5. Did the school’s affiliation with the Church of Christ impact your decision on choosing to
enroll your child?
6. Did you feel welcomed in the Ezell-Harding community?
a. PTO?
b. Back to school night?
c. Parent Open house?
d. Communication between school and family
7. Do you remember when you first felt like you were connected to this school, or when it
became “your” school instead of “their” school? Please explain.
182
8. Are you involved in any parent organizations connected to the academic or
extracurricular activities of your child?
9. Did you feel as if your child experienced any academic or social difficulties through this
transition?
a. If so how was this navigated?
10. Do you feel it is part of your responsibility to assist the transfer student’s academic and
social adjustment to Ezell-Harding?
183
Appendix E
Administration/Staff/Teacher Interview Questions
1. Do you think extracurricular activities and clubs play a part in easing transition students
into Ezell-Harding?
not?
3. Do you think Ezell-Harding is academically rigorous? If so why or why not?
a. More academically rigorous than surrounding public schools
b. More academically rigorous than surrounding secular private schools
c. More academically rigorous than surrounding religious private schools
4. How do you attempt to build relationships with transfer students at Ezell-Harding?
a. Does Ezell-Harding have a communication system for teachers to recognize
transfer students?
b. Does Ezell-Harding have a mentoring program between a teacher and a transfer
student?
c. Is there a program in place that specifically monitors the success of transfer
students at Ezell-Harding?
5. What advice would you give students at Ezell-Harding, to help transfer students adjust to
their new school?
6. What advice would you give teachers and staff at Ezell-Harding, to help transfer students
adjust to their new school?
7. What do you think are the biggest challenges students face transferring to Ezell-Harding?
a. Academic challenges?
184
b. Social challenges?
8. Do you feel it is part of your responsibility to assist the transfer student’s academic and social
adjustment to Ezell-Harding?
185
Appendix F
Research Participant Information and Consent Form
Title: Ezell-Harding: Transitioning Students and Acclimation
Researchers: Willie Childers, Kelly Latham, Lauren Losey
Introduction:
You are being asked to give permission for your child to participate in a research study
conducted by doctoral students at Lipscomb University at the request of your school, EzellHarding Christian School.
Your child is being asked to participate because he/she transferred to Ezell-Harding from another
educational institution, at least two or three years ago. You child will be one of approximately
one hundred students asked to complete a survey and to be interviewed about their transfer
experience.
Please read this form carefully and ask any questions before determining whether or not your
child can participate in the study.
Purpose:
The purpose of the study is to define the academic and social challenges new transfer students
face, as well as to construct techniques to make the transition more fluid. This research is
designed in order to calculate how long it takes for transfer students to become acclimated, both
academically and socially, to Ezell-Harding Christian School by studying a minimum of two
years of academic data. This study will provide the school with quantitative and qualitative data
associated with the adjustment period of new students, to help inform incoming transfer students
and parents.
Procedures:
If you agree to allow your child to participate in the study, he/she will be asked to:
• Complete a online brief survey
• Complete an individual interview
• Participate in a individual interview session
Students will be asked questions regarding his/her family history, the reason(s) for transfer, and
their perception of the transfer experience.
These sessions will be audiotaped to ensure accuracy. All audiotapes will be stored in a locked
file cabinet to ensure confidentiality. All data will be destroyed or deleted two years after the
study is completed. The researchers will also be taking notes during the interview process. All
collected data will be saved to a password protected file on the researcher’s computer.
At any time, your child can decline to participate in the research process or decline to answer any
questions he/she feels does not wish to answer.
186
Risks/Benefits:
There are no risks anticipated with participation in this study.
There are no benefits to your child directly with his/her involvement in the study; however, the
knowledge gained from your child will benefit future students transferring into Ezell-Harding
Christian School.
Confidentiality:
The individual interview is private and will only be shared with the other researchers. All
materials being used during the research process will remain in a locked cabinet until research
has concluded; once research has reached its conclusion, all material will be destroyed.
Your child’s name will not be identified in any portion of the research process. The researchers
will code the data to keep confidentiality of all participants.
Costs:
There are no costs for participating in this study other than the time at school your child will
spend filling out the survey.
Alternatives:
The alternative to participation in this study is to decline for your child to participate in the study.
Contacts:
If you have questions during the research process, please feel free to contact any of the
researchers or Lipscomb University.
William Childers at wechilders@mail.lipscomb.edu
Kelly Latham at Kelly.Latham@mnps.org
Lauren Losey at lplosey@mail.lipscomb.edu
Chair of the Lipscomb IRB at irb-submissions-only@lipscomb.edu or 615-966-7167.
Statement of Consent:
Your signature below affirms that you have read, understand, and agree to the information
provided to you in this form. I give researchers permission to gather data, interview, and track
changes regarding my student’s transitional process to EHCHS.
___________________________________________
Parent/Guardian’s Signature
_______________________
Date
_____________________________________________________ ____________________
Researcher’s Signature
Date
187
Appendix G
EHCS Parent Participant Information and Consent Form
Introduction:
You are being asked to give permission to participate in a research study conducted by doctoral
students at Lipscomb University at the request of your school, Ezell-Harding Christian School.
Your participation in this research study is voluntary. You are also free to withdraw from this
study at any time. In the event new information becomes available that may affect the
risks/benefits associated with this research study or your willingness to participate in it, you will
be notified via e-mail so that you can make an informed decision whether or not to continue your
participation in this study. For additional information about giving consent or your rights as a
participant in this study, please feel free to contact the Chair of the Lipscomb IRB at irbsubmissions-only@lipscomb.edu or 615-966-7167.
You are being asked to participate because you are involved with a student who has transitioned
to Ezell-Harding from another educational institution, at least two or three years ago. You will
be one of twenty Ezell-Harding parents asked to complete a survey and to be interviewed about
your experience with transfer process.
Please read this form carefully and ask any questions before determining whether or not you
would like to participate in the study.
and parents.
Procedure
You will be asked to participate in a survey and an interview to better understand your
perspective of how students are handling the transition to Ezell-Harding. There will be
approximately 20 participants involved in this study. The interview will consist of
approximately 8-10 open ended questions. All responses will remain anonymous. The interview
will be audio recorded and kept in a secure, password-protected environment. All data will be
destroyed or deleted two years after the study is completed. The researchers will also be taking
notes during the interview process. All collected data will be saved to a password protected file
on the researcher’s computer. You will be given the opportunity to review your answers before
they are included in the study. If you agree to participate in the study, you will be asked to:
•
•
188
Complete a brief survey
Complete an individual interview
At any time, you can withdraw your participation in the research process or decline to answer
any questions you do not wish to answer.
Costs:
There are no costs for participating in this study other than the time you will spend filling out the
survey and responding to interview questions.
Alternatives:
The alternative to participation in this study is to decline to participate in the study.
Consent:
By signing this consent form, I confirm that I have thoroughly read and understand all
information presented on it. I acknowledge that I have the right to ask questions of the
research team. I understand that my participation is voluntary and anonymous. I am also
aware that I am free to withdraw at any time, without giving a reason and without cost. I
voluntarily agree to take part in this study and have received a copy of this consent form
for my personal records.
Signature: ________________________________________ Date: ________________
Participant Contact Information
Participant Name:
_______________________________________________________________________
Participant Title:
_______________________________________________________________________
Email address:
_______________________________________________________________________
Contacts:
189
Appendix H
EHCS Administration, Faculty, and Staff Participant Information and Consent Form
Introduction:
You are being asked to give permission to participate in a research study conducted by doctoral
students at Lipscomb University at the request of your school, Ezell-Harding Christian School.
Your participation in this research study is voluntary. You are also free to withdraw from
this study at any time. In the event new information becomes available that may affect the
risks/benefits associated with this research study or your willingness to participate in it,
you will be notified via e-mail so that you can make an informed decision whether or not
to continue your participation in this study. For additional information about giving
consent or your rights as a participant in this study, please feel free to contact the Chair of
the Lipscomb IRB at irb-submissions-only@lipscomb.edu or 615-966-7167.
You are being asked to participate because you are involved with the students who have
transitioned to Ezell-Harding from another educational institution, at least two or three years ago.
You will be one of 10 EHCS administrators, faculty, or staff asked to complete a survey and to
be interviewed about your experience with transfer students.
Please read this form carefully and ask any questions before determining whether or not you
would like to participate in the study.
and parents.
Procedure
You will be asked to participate in a survey and an interview to better understanding your
perspective of how students are handling the transition to Ezell-Harding. There will be
approximately 10 participants involved in this study. The interview will consist of
approximately 8-10 open ended questions. All responses will remain anonymous. The interview
will be audio recorded and kept in a secure, password-protected environment. All data will be
destroyed or deleted two years after the study is completed. The researchers will also be taking
notes during the interview process. All collected data will be saved to a password protected file
on the researcher’s computer. You will be given the opportunity to review your answers before
they are included in the study. If you agree to participate in the study, you will be asked to:
•
Complete an individual interview
At any time, you can withdraw your participation in the research process or decline to answer
any questions you do not wish to answer.
Costs:
There are no costs for participating in this study other than the time you will spend during the
interview session.
Alternatives:
The alternative to participation in this study is to decline to participate in the study.
Consent:
By signing this consent form, I confirm that I have thoroughly read and understand all
information presented on it. I acknowledge that I have the right to ask questions of the
research team. I understand that my participation is voluntary and anonymous. I am also
aware that I am free to withdraw at any time, without giving a reason and without cost. I
voluntarily agree to take part in this study and have received a copy of this consent form
for my personal records.
Signature: ________________________________________ Date: ________________
Participant Contact Information
Participant Name:
_______________________________________________________________________
Participant Title:
_______________________________________________________________________
Email address:
_______________________________________________________________________
Contacts:
190
191
Appendix I
MEMORANDUM OF UNDERSTANDING
BETWEEN
LIPSCOMB UNIVERSITY COLLEGE OF EDUCATION
AND
EZELL HARDING CHRISTIAN SCHOOL
This Memorandum of Understanding (MOU) establishes the relationship and guidelines between
the above parties regarding the research partnership described below. The College of Education
(COE) of Lipscomb University offers the Doctor of Education (Ed.D.) degree in Learning
Organizations and Strategic Change. This degree is focused on preparing leaders for public and
private organizations and academic settings. The program culminates with a practical,
collaborative capstone research project with a partner organization. Ezell Harding Christian
School ("the Client/l) has requested a Capstone Team to address a research need in an authentic
setting. Successful completion of this capstone project will fulfill part of the requirements for
completion of the Doctor of Education degree.
The Client is a private K-12 institution with an enrollment of 629 students located in
Davidson County, Tennessee. Its mission statement is as follows: "Ezell Harding Christian
School is dedicated to the ideal of helping each student realize the full potential God has instilled
in him or her. This is a place where students can learn for their future on earth and for eternity.
The College of Education at Lipscomb University and the Client are entering into and operating
under this MOU for a research partnership and agree to the following.
192
I. REQUEST FOR ASSISTANCE
The Client has submitted a Request for Assistance (RFA) outlining the following research need.
Based on academic achievement, are we meeting the needs of students who transfer to EzellHarding from another school in both the short term and long term? The Client wishes to better
meet the needs of students who transfer at or after 3rd grade. The Client wishes to improve
retention of those students and ensure their preparation for post secondary success is equal to
students enrolled from kindergarten. The project will include but is not limited to:
Evaluation of the outcome of transfer students according to:
(A) Persistence (how long do transfers stay enrolled)
(B) Grade Point Average (comparison of classroom performance to that of those students
who have been enrolled since elementary school)
(C) Test Scores (if transfer students come in with lower achievement, do they eventually
score similarly to continuously enrolled students on national and state achievement
measures)
Further, the Client wishes the following disaggregation of the data:
(A) Type of institution previously attended (private, public, or home school)
(B) Grade level at transfer
(C) Achievement level at transfer (based on GPA and test scores)
II. PROJECT PARAMETERS
The COE will supervise and direct a team of two to four doctoral students who will frame and
conduct the research, and form recommendations for the client's research need. The COE will
provide the training for the Ed.D. students to complete the requested research project through its
curriculum and capstone project support structures. This training and support includes but is not
193
limited to quantitative and qualitative research techniques, instrument design, development of
specific timelines, benchmarks, and processes pertaining to conducting research, and the
assignment of a capstone faculty adviser who will oversee the team throughout the research
project.
The Client will provide access to student transcripts and TCAP, PLAN, PSAT, and ACT scores
as needed and appropriate and in accordance with the Client's privacy policy. If necessary, the
Client will provide the data with anonymous tags. If possible and necessary, the Client will
facilitate tracking students who have transferred out. The Client will also provide and facilitate
access to students, parents, faculty and staff if necessary for qualitative data collection.
The Team and the Client will consider tracking the students who transferred in for three years
following their transfer. They will consider a cohort of transfer students who entered EHCS in
2007, 2008, and 2009 to provide robust sample size.
III. PROJECTED RESEARCH TIMELINE
The Client will present a 15-minute presentation (including Q & A) of the RFA to the Fall
2011 Cohort on Client Presentation Day, which is scheduled for the morning of Saturday,
July 28,2012.
-Capstone Team will be assigned to The Client no later than August 10, 2012.
-The Capstone Team will have an initial meeting with Jon Suttles or his designee no later
than August 31,2012.
-The Capstone Team will develop and submit a project proposal to the Client no later
than October 5, 2012.
-The Client will approve or request revision of the project proposal no later than October
12, 2012.
194
-The Capstone Team will submit the approved project proposal to Lipscomb University's
Institutional Review Board (IRB) by October 12, 2012. Substantive changes requested by
the IRB will be discussed with the Client prior to implementation. Pilot testing of
instruments and official collection of data may not begin until approval has been received
by the IRB.
-The Capstone Team will submit a draft of the first three chapters of their research
manuscript and any applicable research instruments to their Juried Review Committee by
January 31st, 2013. Chapter three should include a description of pilot testing of research
instruments if applicable. The Juried Review Committee and the Client must approve the
final research instrument(s) before official data collection begins.
-May 3, 2013 is the target date for completion of data collection and analysis.
-The Capstone Team will submit a written draft of all chapters of their research
manuscript to Lipscomb's Juried Review Committee by June 7, 2013.
-The Capstone Team will schedule and give a presentation to the Client and to the Juried
Review Committee by August 1, 2013.
-The Client will provide a Client Project Evaluation of the Capstone Team and research
project within one week following the presentation.
V. FUNDING
The Capstone Team, the COE, and the Client will make every reasonable effort to minimize
costs associated with this project.
As of the date of the signing of this document, the project presented by the client is expected to
require minimal and reasonable costs. The Client does not have available funds to offset those
costs.
195
Capstone Team members are expected to be responsible for normal and customary costs
associated with doctoral students engaging in doctoral research (i.e. cost of mailings, printing,
paper, envelopes, postage, transportation, phone calls, email, etc.). However, should the
Capstone Team members identify what they consider to be an out-of-the ordinary funding need,
then the team members should seek funding from the Client during development of their project
proposal and prior to submission of the proposal to Lipscomb's IRB. Regardless of when the
funding need is realized, written approval and agreement to provide funding should be received
from the Client prior to any expenditure being made. Expenditures incurred without expressed
written approval from the Client will be the responsibility of the Capstone Team members. Team
members will be provided a copy of this MOU.
VI. RESEARCH PRODUCT and DISSEMINATION
The Capstone Team will prepare a full report and presentation to the Client and a COE
Juried Review Committee. This report and presentation must meet or exceed all the requirements
of the capstone project as outlined in the COE's Capstone Project Manual (see addendum).
Hard-bound copies of the report manuscript will be submitted to the Client, the COE, and
Beaman Library on Lipscomb University's campus, and to each Capstone Team Member.
The COE may make the manuscript accessible in electronic format through conventional venues
that provide access to culminating research projects for doctoral programs.
The Client may request an alternative manuscript format for the client's purposes. Within reason,
the Capstone Team is expected to meet the client's needs and produce a copy of the manuscript
196
in the format requested. An alternative manuscript format may be sent to the Client electronically
or as a loosely bound hard copy, but will not be included with the final manuscripts that are to be
submitted to the COE for binding.
All rights and obligation related to interests in and ownership of the Capstone Project shall be
subject to the Lipscomb University Intellectual Property Policy (a copy of which is attached
hereto).
VII. FAILURE TO MEET RESEARCH OBLIGATION
If the Capstone Team members cannot produce the requested research product they shall present
their concerns to their faculty advisor. The faculty advisor will discuss the matter with the Client
and attempt to craft a remedy to continue the project. If a remedy exists that will materially alter
the research product, then the Client, the COE designee, and the Capstone Team shall meet and
develop an altered research product that meets the needs, goals, and objectives for all parties. In
that case, an addendum to this document shall set forth the new parameters of the adjusted
research project.
If no remedy is available, the COE may unilaterally remove the Capstone Team from the
research project, and the Client will hold the COE, the Capstone Team, and Lipscomb
University harmless.
VIII. LIABILITY
The Client shall indemnify and hold harmless Lipscomb, its Board of Directors, officers, agents,
students, and employees from any and all claims, losses, damages or liability, including
attorney's fees, resulting from or attributable to the acts of the Client, its employees or agents.
197
Lipscomb University shall indemnify and hold harmless the Client, its officers, agents, and
employees from any and all claims, losses, damages or liability, including attorney's fees,
resulting from or attributable to the acts of Lipscomb University its employees or agents.
IX. AUTHORIZATION
On behalf of the Lipscomb University College of Education and the Client, the undersigned
agree to the above stipulations and pledge that the organizations will strive to the best of their
abilities and in good faith to complete these objectives.
Further, we pledge that should the need for modifications arise, we will in good faith attempt to
make such changes or additions as the situation dictates and as are further detailed in subsequent
mutually agreed upon addendums to this document.
X. MISCELLANEOUS TERMS
The following terms shall apply in the interpretation and performance of this MOU:
Relationship of the Parties - This MOU shall not be construed to create a relationship of partners,
brokers, employees, servants or agents as between the parties.
A. Advertising and Publicity - Neither party shall use the other's name, or any name
that is likely to suggest that it is related to the other institution, in any advertising,
promotion or sales literature without first obtaining the written consent of the other
party. Any publications regarding this MOU must be reviewed and approved by the
parties.
B. Governing Law: Forum - This MOU shall be governed by and construed under the
Laws of the State of Tennessee, which shall be the forum for any lawsuits arising
from an incident to this MOU.
198
C. Waiver - A waiver of any breach of any provision of this MOU shall not be construed
as a continuing waiver of said breach or a waiver of any other breaches of the same
or other provisions of this MOU.
D. Non-Assignment - This MOU may not be assigned by either party without the
advance written consent of the other.
E. Severability - In the event one or more clauses of this Agreement are declared illegal,
void or unenforceable, that shall not affect the validity of the remaining portions of this
Agreement.
The authorized representatives of both parties have executed two copies of this
Memorandum of Understanding on this __ day of _______ -', 2012.
THE CLIENT LIPSCOMB UNIVERSITY
BY:
Appendix J
Human Research Certification
Certificate of Completion
The National Institutes of Health (NIH) Office of Extramural Research
certifies that William Childers successfully completed the NIH Webbased training course “Protecting Human Research Participants”.
Date of completion: 09/27/2012
Certification Number: 1013161
199
Certificate of Completion
The National Institutes of Health (NIH) Office of Extramural Research
certifies that Kelly Latham successfully completed the NIH Web-based
training course “Protecting Human Research Participants”.
Date of completion: 09/27/2012
Certification Number: 992126
200

Ezell-Harding: Transitioning Students

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