Factors influencing student transition from elementary to middle school

ABSTRACT

The unintended academic and social consequences for students experiencing the transition from elementary to middle school have been well documented. A mixed method study was conducted to examine the perceptions and attitudes of 6th grade students, parents, and teachers from four middle schools in a large suburban school district in Southeastern Texas. Utilising data from surveys and focus groups, this study investigated the academic, procedural, and social factors influencing students’ transitions to middle school. Findings indicated positive perceptions from stakeholders on most aspects including choosing and changing classes, having new teachers and friends, obtaining good grades, and experiencing increased expectations. The negative perceptions focused on students being made fun of and safety at school. The results of the study have direct implications for school administrators and the policies to influence the transition process to middle schools in terms of vision, beliefs, and student expectations.

KEYWORDS:

• Middle school
• student transition
• mixed methods

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Christina Lovette-Wilson

Dr. Christina Lovette-Wilson currently serves as Director of Curriculum and Instruction for Alvin ISD. She has been in education for 23 years having served as a principal, assistant principal, and title I coordinator. Being the product of two educators, Dr. Lovette-Wilson comes from a long line of teachers and school leaders who helped to shape her philosophy, commitment and dedication to the field. Dr. Lovette-Wilson’s research focuses on the transition of middle school students.

Amy Orange

Amy Orange is an assistant professor at the University of Houston-Clear Lake, where she teaches classes in qualitative research and research methods. Prior to entering higher education, she worked in public schools in California. Her research interests include issues facing teachers in the schools and qualitative research methods.

Antonio Corrales

Antonio Corrales is an assistant professor in Educational Leadership at the University of Houston-Clear Lake. He has several years of experience in providing managerial leadership and administrative support to various departments in a variety of school districts and organisations serving in executive and administrative positions at the district and campus level, as well as management of multimillion-dollar projects for multinational companies. His research focuses on school turnaround and multicultural issues in education. Email: [email protected]