Open Access Thesis
High school dropouts -- Iowa -- Prevention; Counseling in secondary education; Iowa; Academic theses;
The purpose of this paper is to examine newly implemented changes in transition supports at a large high school in the Midwest. Factors that affect success include attendance, environment, student characteristics and self-efficacy, socio-economic status and family support, peer pressure, teacher and school support, and race and gender differences. To determine the success of the new transition program, data were gathered regarding achievement and attendance outcomes for transitioning students in intervention and comparison groups. In addition, differences in outcomes were investigated for socioeconomic status 'groups and gender. Student opinions of the school environment, parent/teacher support, extra-curricular involvement, and the "New Student" day were gathered through a student survey and personal interviews. The intervention group had fewer absences in ninth grade than did the comparison group, but there was no difference in grade point averages. Results suggest that the interventions were determined by students to be more helpful than not. School attendance and GP A records do not directly link success to the interventions. However, they do show areas to target in future interventions.
Year of Submission
Specialist in Education
Department of Educational Psychology and Foundations
1 PDF file (22 leaves)
©2009 Deborah E. Hanna Porter
Porter, Deborah E. Hanna, "Methods for fostering success in the transition to high school" (2009). Dissertations and Theses @ UNI. 1179.