The document contains reflections from three teachers - Meagan Harrelson, James English, and Amanda Mears - on completing a research project on the transition from middle school to high school. They discuss challenges finding appropriate research articles, what they learned about the importance of social and academic support during the transition, and how the project improved their understanding of empirical research. The document also provides annotations for 12 research articles referenced in the project on topics like changes in student attendance and alcohol use during the transition, the effects of school characteristics on development, and interventions to improve graduation rates.

1. Research Topic: Transition from Middle School to High School
Group Members: James English, Meagan Harrelson, Amanda Mears

2. Reflection: Mears
Overall, the AB project was not as difficult or as overwhelming as it seemed when I first
looked at the directions. The most difficult part was locating the articles. During my searches, I
would find articles that I thought were great, but they were not empirical research articles. I also
found articles that had been posted by other group members or that were not full text and could
not be located through Galileo. Our group worked well together and was very understanding of
the difficulties and offered support to ensure success. It was also nice working with a group that
understood each of our obligations from our daily work schedule and were able to work around
each other and at our own pace while still working together to get the assignment completed.
Once I found the articles that were appropriate, I learned valuable information about the
transition from middle school to high school. This is such a critical time for students, and being
on the 8th grade end of the transition, I feel that part of my job is making sure they are
emotionally ready for high school, not just academically ready. It was reinforced the importance
of attendance during middle school to help prevent dropouts in high school, as well as, the
importance of social support from parents, teachers, and peers as students transition to high
school. The heavy support should not disappear once students leave the middle school setting.
As far as research is concerned, I found that surveys and interviews are often used to collect data.
It was interesting to read the survey results, especially from students.
Reflection: English
The biggest takeaway from this project was learning to identify articles that are empirical
research articles. I used Galileo for my search in finding articles that dealt with the transition
from middle school to high school and while at the beginning I thought I found good articles,
they were not empirical research. Working through the project as well as the class assignments,
my knowledge and ability to identify these articles became stronger. Being a ninth grade teacher
that teaches a course designed to help students in their transition, this topic hits close to home.
Through the research and articles reviewed, I definitely picked up some new information that I
can use going forward. The biggest finding for me, was that one of my articles discussed
keeping ninth graders consistent and organized in the transitional period. I have always believed
this was an important factor for transitional success, but it is nice to see empirical evidence to
support my belief.
Reflection: Harrelson
At the beginning of the semester, the idea of an annotated bibliography project sounded
really intimidating. I was unsure what exactly empirical research entailed, but I also had no
experience with identifying research methods within an article and understanding what they
meant. Through the course readings and assignments, I was able to learning these things to a
point where reading an article and identifying research methods came much easier. With the
research itself, I was surprised to find that so much work has been done in researching
specifically the transition from middle school to high school. Through reading the articles, I was
also able to gain a new perspective of the many variables that can influence a student’s success
or lack thereof with this transition. The findings of these articles will prove to be useful since I
am a ninth grade teacher as well and can use this research to better help my students with the

3. transition. Overall, this project was a great learning experience and I feel well prepared to take
on larger research projects in the future.

4. Benner, A. D., & Wang, Y. (2014). Shifting Attendance Trajectories From Middle to High
School: Influences of School Transitions and Changing School Contexts. Developmental
Psychology, 50(4), 1288-1301. doi:10.1037/a0035366
The purpose of this study was to explore the changes in student attendance in high school
compared to their attendance in middle school to determine if there was a correlation between
attendance and shifting school settings and as well as to explore the attendance trajectories of
students from middle school to high school and the effects of attendance disruption Researchers
gathered attendance data as well as demographic data from school records. The study included
10,713 students between two cohorts of middle school students. Variables included adolescent
attendance, adolescent characteristics (such as race), middle school and high school
characteristics, and school demographic change scores. The results indicated a significant
attendance decline from eighth grade to ninth grade, and that attendance trajectories meant more
school disengagement. Results also showed that attendance disruptions were directly related to
attendance decline.
Ellerbrock, C. R., & Kiefer, S. M. (2013). The Interplay Between Adolescent Needs and
Secondary School Structures: Fostering Developmentally Responsive Middle and High School
Environments Across the Transition. The High School Journal, 96(3), 170-194.
doi:10.1353/hsj.2013.0007
The purpose of this study was to determine the developmentally responsiveness of secondary
schools as students make the transition from middle school. One middle and one high school
was selected for this study, both being in a large socio-economic and very diverse system for a
total of 23 people participating consisting of administrators, students, and teachers. Data was
collected using a case study approach with interviews and observations being the primary forms
of data collection. Interview questions for students focused on their perceptions of the school
and their experiences. For teachers and administrators, the questions were focused on
organization and structure. The results indicated what made middle schools developmentally
responsive (teaming and scheduling) was not the same for high school. Additional research is
needed to ensure secondary teachers are aware of students’ needs in order to make decisions that
are developmentally responsive.

5. Ellerbrock, C. R., & Kiefer, S. M. (2014). Supporting Young Adolescents’ Middle-to-High-
School Transition by Creating a Ninth Grade Community of Care: Implications for Middle
Grades Educators. Middle School Journal, 45(3), 3-10. doi:10.1080/00940771.2014.11461886
The purpose of this study was to bring awareness regarding a Freshman Focus program helping
middle schoolers to develop caring relationships and maintaining a community atmosphere as
they transition from middle school to high school. Data was collected from the lead teacher of
the class and of nine students from the classroom. Data collection consisted of three lead teacher
observations, a student group interview, classroom observations, and other documented
evidence. The interview questions were asked based on the observations that had already taken
place. In conclusion, this article wanted to make middle schools aware of programs in place that
help students transition into high school and offer ideas to help support the transition.
Eman, Y. (2013). Managing the Transition Process of Students from Junior High-School to
High-School. Review of International Comparative Management, 12(1), 71-85.
This study looked to examine the transition process from middle to high school and the
management of this process by various stakeholders involved. The study is driven by a set of
three hypotheses that focus firstly on expectations for students during the transition period,
secondly, organizational culture of Junior High schools and the effect they have on transition to
high school, and thirdly, the effect of the organizational culture of the high school on the
transition process. A sample of 340 transitioning high school student were used in the research.
Results of the research found that higher expectations for the transitioning process leads to better
adjustment to high school. Also, it was found the more positive organizational culture in middle
school leads to better transitions, and finally, the better organized a high school culture is, the
better the transition to high school is.
Gentle-Genitty, C. (2009). Best Practice Program for Low-Income African American Students
Transitioning from Middle to High School. Children & Schools,31(2), 109-117.
doi:10.1093/cs/31.2.109
The purpose of this study was to determine whether or not there was a best practice that would
ensure success among African American students as they transition from middle school to high
school. The article acknowledged that this transition is difficult for all students, but can be even
more difficult for low income African American students. To collect data, researchers turned to
programs that were already in place to determine whether or not they were considered evidenced
based practice programs to reach the students. There was a criteria in place in which the
researchers used to screen each of the programs. The conclusions drawn showed that only four
programs out of 246 programs actually met the criteria as a best practice program. One program,
The STEP program, appeared to be the best of the four programs of best practice.

6. Jackson, K. M., & Schulenburg, J. E. (2013). Alcohol Use During the Transition From Middle
School to High School: National Panel Data on Prevalence and Moderators. Developmental
Psychology, 49(11), 2147-2158. doi:10.1037/a0031843
The purpose of this study was to determine if the transition from middle school to high school
has a direct effect on the amount of alcohol used. The study used 6,748 students ages 12-16 to
represent the general population as well as a second smaller group to represent minorities.
Survey research was used for data collection by conducting in-person and telephone interviews,
and participants went through six rounds of surveys; some from pre-high school transition and
some from post-high school transition. During each round, researchers collected data on
drinking frequency and amount of drinks per day. The results indicated that the frequency and
number of alcoholic drinks consumed more than doubled between the years of pre-high school
transition and post-high school transition.
Johnson, V., Simon, P., & Mun, E. Y. (2014). A Peer-Led High School Transition Program
Increases Graduation Rates Among Latino Males. The Journal of Educational Research, 107,
186-196. doi: 10.1080/00220671.2013.788991
The purpose of this study was to analyze the impact of a peer led group program on the
graduation rate of incoming ninth graders. The study selected 268 ninth-grade students from low
income urban high schools with the majority being Hispanic. The study group was made up of
94 ninth grade students with the remaining 174 being part of the control group. Data was
collected at the beginning of the study by a survey that helped determine risk of school
completion. After four years, graduation status of the participants in the study was examined to
measure the outcome of the study group and control group. The results of the study found that
the peer led group had little effect on female participants, but had males that were a part of the
peer lead group had a better chance of graduation.
Langenkamp, A. G. (2010). Academic Vulnerability and Resilience during the Transition to
High School: The Role of Social Relationships and District Context. Sociology of Education,
83(1), 1-19. doi: 10.1177/0038040709356563
This study recognizes the fact that there is a loss of resilience in the transition from middle
school to high school and assumes that this is based on the relationships formed or not formed

7. once that transition is made. The study seeks to discover a way to protect that resilience and put
incoming high school students on a track to success from the first year academically as well as
socially. Data was collected from surveys given to students in 80 high schools and 52 middle
schools. The survey questioned students’ social life as well as family relationships and at-risk
behaviors. In addition, the surveys gathered academic information from high school transcripts.
The results indicated that there are several variables that influence social and academic success
after the transition to high school. One such variable is the amount of friends a student has in
middle school and how strong of a friendship network he or she has. Other variables include
parental involvement as well as academic scores in middle school. These results define a method
for math placement specifically in order to help students be more successful.
Lofgran, B. B., Whiting, E. F., & Smith, L. K. (n.d.). Science Self-Efficacy and School
Transitions: Elementary School to Middle School, Middle School to High School. School
Science and Mathematics, 115(7), 366-376. Retrieved April 10, 2016.
The purpose of this study was to determine whether there was a change in student self-efficacy in
science standards depending on the grade level in which they transitions from one level of
academics to another. The article compared 6th graders to 9th graders. The method of data
compilation included all of the students from elementary schools and middle schools that fed the
high school that also participated in the study. On average only 52.55% of students per grade
participated in the study. Three demographic variables were assessed: gender, ethnicity, and
grade level in school. The overall results show that students in lower grades had a greater self-
efficacy than students in 9th grade. Males’ self-efficacy was consistently higher than females’
and the hispanic populations had a lower self-efficacy than other races involved in the data.
Overall the transition from 8th to 9th grade had lower self-efficacy and the fact that students
were female and/or hispanic also would show lower self-efficacy in science based standards.
Newman, B. M., Newman, P. R., Griffen, S., O'Connor, K., & Says, J. (2007). THE
RELATIONSHIP OF SOCIAL SUPPORT TO DEPRESSIVE SYMPTOMS DURING THE
TRANSITION TO HIGH SCHOOL. Adolescence, 42(167), 441-459.
The purpose of this study was to determine the social support available to students as they
transition from middle school to high school and how that support can change. It also looks that
how changes in a support system can affect the success of a child’s tendency to show symptoms
of depression during the transition from middle school to high school. This study spanned over
the course of two years. In the first year, using a cross-sectional analysis, 205 8th and 9th grade
students participated in the study and in the second year, using a longitudinal analysis, 60
students from the previous 8th grade group were surveyed again after they entered the 9th grade.

8. Students completed surveys to determine the level of social support, their sense of school
belonging, depression, and different stressors in and out of school. In conclusion, researchers
found that the transition to 9th grade brings stressors that lead to symptoms of depression, and
likewise a change in parental and peer support also leads to feelings of depression.
Smith, J. (2006). Examining the Long-Term Impact of Achievement Loss During the Transition
to High School. The Journal of Secondary Gifted Education, 17(4), 211-221.
The purpose of this study is to examine how the transition from middle school to high school has
an impact on later college outcomes. The researcher sets a hypothesis that achievement loss
from middle school to high school is associated with college attrition for high achieving eighth
graders. Subjects completing interviews for research included students, teacher, parents, and a
school administrator. Data used for identifying high achieving students was provided by
students and 2,048 students were identified as high achieving eighth grade students and 7,182
students were identified as non-high achieving students. These groups were compared when
analyzing attrition in college. The results of the study found that achievement loss during the
transitional period from middle school to high school was associated with college attrition for
high achieving students.
Smith, J. S., Akos, P., Lim, S., & Wiley, S. (2008). Student and Stakeholder Perceptions of the
Transition to High School. The High School Journal, 91(3), 32-42. doi:10.1353/hsj.2008.0003
The purpose of this study was to determine the different viewpoints of the transition to high
school, from students, parents, and teachers. The study took place at a large public school
located in the Midwest where students moved from a middle school to a specialized school only
for freshman. One hundred seventy-two students and ninety-four parents participated in the
study which consisted of surveys. Staff from the school participated in interviews. The results
were compared to determine the similarities and differences in how each of the groups of
participants perceived the transition from middle school to high school. The study showed that
the concerns of parents and students were different, and students felt differently about teachers
and counselors. The study also showed that students who have an active support system within
the home are more successful in their transition to high school.
Uvaas, T., McKevitt, B. (2013). Improving Transitions to High School: A Review of Current
Research and Practice. Preventing School Failure, 57(2), 70-76. doi:
10.1080/1045988X.2012.664580
The authors of the article discuss current research concerning the transition from middle school
to high school and effects the transition has on the students. The also carry out a case study
providing information for stakeholders to gather information about developing individualized

9. transition programs for students. Approximately 360 8th grade students were invited to
participate in the case study. Students were given a questionnaire at the end of the 8th grade year
and then a second questionnaire during their ninth grade year. Of the 360 invited, 173 students
completed the second questionnaire and participated in the study. Results of the study found that
students felt concerned about being lost and the amount of work required, and identified self-
guided tours of the school was the most-helpful support in the transition period. Also, during the
study, students reported less connectedness to peers in high school than in middle school.
Weiss, C., & Baker, E.C. (2010). Eighth-Grade School Form and Resilience in the Transition to
High School: A Comparison of Middle Schools and K-8 Schools. Journal of Research on
Adolescence, 20(4), 825-839.
The purpose of this study was to compare the influence that k-8 schools and traditional middle
schools had on the outcome of first year high school students. The researchers had two
hypothetical theories for each a k-8 and middle school that they tested. First, K-8 schools
students handle transition better due to emphasis on academic and personal needs, and secondly,
middle school students handle transition better due to having had previous transition periods
when entering sixth grade. In the study, a total of 1,206 students and parents were interviewed
during the summer before ninth grade began and the summer after ninth grade was completed.
The student interviewees were also linked with school data for the study. The results from the
study proved that the type of school attended before entering ninth grade had a significant impact
on the ninth grade achievement. Students that attended K-8 schools were found to perform better
in ninth grade than students that attended middle schools.
Yeager, D. S., Romero, C., Paunesku, D., Hulleman, C. S., Schneider, B., Hinojosa, C., . . .
Dweck, C. S. (2016). Using Design Thinking to Improve Psychological Interventions: The Case
of the Growth Mindset During the Transition to High School. Journal of Educational
Psychology, 108(3), 374-391. Retrieved April 10, 2016.
The purpose of this study was to determine which type of intervention was best for incoming 9th
graders that would allow for them to be more successful in academic classes that were thought to
be more rigorous than the grade level prior. The idea was that students who enter 9th grade now
must take higher level classes in order to be more successful when the time to apply for college
comes. The method of data retrieval involved qualitative responses from more than 3,000 9th
grade students. The method would show that students who understand that setbacks and
obstacles were opportunities to learn. The results would show that the persons who were
considered to have a fixed mindset would not have a high interest in math due to the fact they
would avoid problems that could cause them to be incorrect. Students who were considered as

10. challenge seekers did have a high interest in math due to the challenge of the subject and
opportunity to learn from possible mistakes.