scholarly journals Ninth grade transition

2012 ◽  
Author(s):  
Mary Eileen Taylor Osborne
Keyword(s):  
Ninth Grade ◽  
Ninth Grade Transition ◽  
Grade Transition

scholarly journals A Mixed Methods Pilot Study of an Equity‐Explicit Student‐Teacher Relationship Intervention for the Ninth‐Grade Transition

2020 ◽  
Vol 90 (12) ◽  
pp. 1004-1018 ◽  
Author(s):  
Larissa M. Gaias ◽  
Clayton R. Cook ◽  
Lillian Nguyen ◽  
Stephanie K. Brewer ◽  
Eric C. Brown ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Pilot Study ◽  
Student Teacher ◽  
Ninth Grade ◽  
Ninth Grade Transition ◽  
Grade Transition ◽  
Student Teacher Relationship

scholarly journals A Choice Too Far: Transit Difficulty and Early High School Transfer

2020 ◽  
pp. 0013189X2094950 ◽  
Author(s):  
Marc L. Stein ◽  
Julia Burdick-Will ◽  
Jeffrey Grigg
Keyword(s):  
High School ◽  
Travel Time ◽  
Administrative Data ◽  
Public Transportation ◽  
School System ◽  
Ninth Grade ◽  
Public School System ◽  
Baltimore City ◽  
School Transfer ◽  
The Relationship

The challenge of a long and difficult commute to school each day is likely to wear on students, leading some to change schools. We used administrative data from approximately 3,900 students in the Baltimore City Public School System in 2014–2015 to estimate the relationship between travel time on public transportation and school transfer during the ninth grade. We show that students who have relatively more difficult commutes are more likely to transfer than peers in the same school with less difficult commutes. Moreover, we found that when these students change schools, their newly enrolled school is substantially closer to home, requires fewer vehicle transfers, and is less likely to have been included among their initial set of school choices.

NINTH-GRADE COMPOSITION

1934 ◽  
Vol 10 ◽  
pp. 267-284
Author(s):  
Josephine Redfield Hallinan
Keyword(s):  
Ninth Grade

scholarly journals On Track or Derailed? Race, Advanced Math, and the Transition to High School

2021 ◽  
Vol 7 ◽  
pp. 237802312098029
Author(s):  
Yasmiyn Irizarry
Keyword(s):  
High School ◽  
Middle School ◽  
Longitudinal Study ◽  
Ninth Grade ◽  
Transition To High School ◽  
Performance Factors ◽  
Recent Scholarship ◽  
Racial Gaps ◽  
Accelerated Math ◽  
Research And Policy

Recent scholarship has examined how accelerated math trajectories leading to calculus take shape during middle school. The focus of this study is on advanced math course taking during the critical yet understudied period that follows: the transition to high school. Data from the High School Longitudinal Study of 2009 are used to examine advanced math course taking in ninth grade, including both track persistence among students who took advanced math in middle school and upward mobility among students who took standard math in middle school. Results reveal sizable racial gaps in the likelihood of staying on (and getting on) the accelerated math track, neither of which are fully explained by prior academic performance factors. Interactions with parents and teachers positively predict advanced math course taking. In some cases, interactions with teachers may also reduce inequality in track persistence, whereas interactions with counselors increase such inequality. Implications for research and policy are discussed.

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