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ERIC Number: ED454353
Record Type: Non-Journal
Publication Date: 1999
Pages: 72
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Philadelphia Education Longitudinal Study (PELS): Report on the Transition to High School in the School District of Philadelphia.
Neild, Ruth Curran; Weiss, Christopher C.
The Philadelphia Education Longitudinal Study (PELS) on the transition to ninth grade in Philadelphia highlights the high school choice process, course failure rates during ninth grade, and parents' responses to the transition to high school. The PELS study followed a city-wide random sample of public school students from the summer after eighth grade through their senior year in high school. Data on grades came from school district records. All other data came from student and parent self-reports. Eighth grade students had more than 150 high school options, including both magnet and vocational high schools and Small Learning Communities within neighborhood high schools. Most students applied to schools outside their neighborhood feeder pattern, with only about half ending up in their neighborhood high schools. The transition to high school was rocky for many, with students often experiencing changes in teachers or schedules or a lack of texts or seats in the fall of their ninth grade year. Their grades dropped dramatically in ninth grade, particularly in the neighborhood schools. Parents' efforts to assist their children academically did not flag compared to the middle school years, but their interventions had a diminishing impact on their children's academic performance. (SM)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Philadelphia Education Fund, PA.; Pew Charitable Trusts, Philadelphia, PA.; William Penn Foundation, Philadelphia, PA.; Annie E. Casey Foundation, Baltimore, MD.; Carnegie Corp. of New York, NY.; Consortium for Policy Research in Education, Philadelphia, PA.; Johnson & Johnson Baby Products Co., Skillman, NJ.; Robert Wood Johnson Foundation, Princeton, NJ.; Spencer Foundation, Chicago, IL.
Authoring Institution: N/A