Abstract

 
 
 
 The purpose of this study was to describe the transition implementation experienced by rural elementary school district students entering the ninth grade at an independent school district, and to describe the ties to the school that exist among these same ninth grade students. This qualitative research involved interviewing 11 ninth grade students, six rural elementary school district counselors and/or administrators, and one independent school district counselor. Conclusions of the study revealed that the independent school district in the study does not have a structured transition implementation program to assist rural elementary school district students. Despite literature that supports the success of transitional programs for students and the fact that the county in the study once had a transitional program, there is currently no program in place. The one thing every rural elementary and independent school district staff member agreed on was that the transition process for the rural elementary students needs drastic improvement. Suggestions were provided by all participants to assist with improving transition.
 
 
 
 
Highlights
The purpose of this study was to describe the transition implementation experienced by rural elementary school district students entering the ninth grade at an independent school district, and to describe the ties to the school that exist among these same ninth grade students
Using the lenses of transition implementation and perpetuation theory’s social networks, the purpose of the study was to describe the transition experienced by rural elementary school district students entering the ninth grade at an independent school district, and to describe the ties to the school that exist among these same ninth grade students
A final recommendation would be for Central City Junior High to review the ten practices presented in the report provided by the Center for Research on Elementary and Middle Schools (Epstein & MacIver, 1990) for consideration of implementation
Summary
The purpose of this study was to describe the transition implementation experienced by rural elementary school district students entering the ninth grade at an independent school district, and to describe the ties to the school that exist among these same ninth grade students. In an attempt to make the student transition from middle school to high school less traumatic, several schools have begun to develop transition programs (Hertzog & Morgan, 1999). These programs are designed to assist the incoming ninth grade students with feeling more comfortable in their new surroundings. For the purpose of this study, the term “middle level” includes all middle grade and junior high school configurations
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