This study was designed to examine the effectiveness of a ninth grade transition program at a suburban high school in Louisiana. Student data were analyzed from two groups of first time freshmen who indicated a need for help in mathematics: one without a transition program and one with a transition program. Academic data included standardized test results from the Integrated Louisiana Educational Assessment Program (iLEAP) test in both English and math, the number of core courses passed and the number of students who successfully passed to the tenth grade. Non-academic data included the number of absences for each student, and the number of suspensions, expulsions and dropouts from each cohort. Statistical data were analyzed using a "t"-test to compare the results of the two groups. Positive trends were found to exist in all categories except for the promotion rate to the tenth grade. In addition to these positive trends, several "t"-tests showed that a significant difference existed when comparing the number of expulsions in each group, and the number of absences of males, as well as the number of expulsions among minority students. A reduction in the achievement gap between African American and white students of 47% on the iLEAP was also demonstrated by the transition program. This study could provide insight for those in the process of implementing a freshmen transition program. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]