Abstract
Purpose. The purpose of the study was to explore and analyze the transition from eighth to ninth grade, from the perspective of low-achieving ninth-grade students. Methodology. The participants in the present study were 26 ninth-grade students from high schools in the Sacramento, CA, area. Participants responded to questions written specifically to engage students in a conversation to meet the parameters of the study's purpose. Five conversation questions and their subtopics were asked in terms of transitional experiences from eighth to ninth grade, academic performance and challenges, and issues dealing with adolescence. Findings. Analysis of qualitative data from conversations with students from high schools in the Sacramento area found that students were not troubled, generally, by the transition from middle school to high school; students in looking back at middle school perceived that they were not well prepared for high school; students experienced difficulty with the amount of homework given in high school; students fell behind in their studies more quickly in high school and catching up was challenging; students found that comprehending instructional materials become problematic students discovered that teacher help was not as easily accessible; students did not experience coordinated transition programs in the process of moving from middle to high school; students liked incentives to perform if available; male students were likely to participate in sports which affected time spent on doing homework; students' studies overall were somewhat impeded by their social life; students wanted teachers to care, to be fair, and to be consistent; students do not experience coordinated transition programs in either eighth or ninth grade. Conclusions. Students needed more and better support mechanisms throughout the transition process. Students wanted to graduate from high school but were already frustrated with the system in ninth grade. Educators need to examine student academic preparation for ninth grade. Eighth grade is probably too late for educators to be thinking about preparing students for high school. Teachers need to be consistent and fair as they engage students, challenge students, and hold them accountable, while tending to their affective needs. Recommendations. Transition programs, not simply a variety of unconnected and uncoordinated transition activities, need to be implemented at eighth and ninth grade. Teachers need to be better trained in learning and teaching styles. School systems should look to earlier identification of at-risk students and implement necessary support. School districts should look at current ninth grade academies and houses and implement programs to suit students and district needs.