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ERIC Number: ED547808
Record Type: Non-Journal
Publication Date: 2012
Pages: 115
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2675-1190-4
Perceptions of High School Principals about the Importance of the 9th Grade Transition and Peer Mentor Programs
Grillo, Stacy A.
ProQuest LLC, Ed.D. Dissertation, University of Massachusetts Lowell
The transition into high school is a traumatic event in an adolescent's life. Students face several emotional challenges during their high school years as they struggle to gain a sense of self, develop the tools needed to advocate for their own needs, and navigate the demands of a new school. A successful transition into high school has a substantial impact on the student's overall academic success. Research indicates that transition programs, including peer mentor programs, which foster a close personal relationship between an incoming freshman and a veteran student, can produce positive academic and social outcomes for students, can lessen ninth grade retention, and lower drop-out rates (Sprague, 2009, Comer, 2005, Brown, 1995). There is a lack of research about high school administrators' perceptions of the importance of high school transitions. The purpose of this study was to answer questions about high school administrators' understanding of the issues surrounding freshmen transition and peer mentor programs and the extent to which they utilize such programming. The study also examines administrators' expectations and outcomes for transition programming and identifies how schools measure the program's effectiveness. The study found over half of the administrators reported their transition programming included a peer mentor program and over ninety percent of administrators surveyed reported utilizing transition practices. The wide spread use suggests that Massachusetts High School administrators understand the importance of transition planning and programming. The findings suggest the use of transition programming resulted in lower special education referrals for freshman. The findings bear implications for administrators to develop more careful and systematic approaches to measuring transition program outcomes and effectiveness. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Secondary Education; Grade 9; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Massachusetts