Date on Master's Thesis/Doctoral Dissertation

5-2011

Document Type

Doctoral Dissertation

Degree Name

Ed. D.

Department (Legacy)

College of Education and Human Development

Committee Chair

Ronau, Robert N.

Committee Co-Chair (if applicable)

Tretter, Thomas R.

Committee Member

Bush, William S.

Committee Member

Sullivan, Molly

Committee Member

Stringfield, Sam

Author's Keywords

Middle school; High school; Transition

Subject

Articulation (Education); Student adjustment; High school students; Middle school students

Abstract

The purpose of this study was to investigate the impact of a set of structured articulation activities on the transition of students from grade eight to grade nine. Data were collected by retrieval from the state data collection system. This study was time-interrupted series with a treatment (implementation) group and two comparison groups analyzed using the MANCOVA approach. The study relied on the literature review of three vital concepts: organizational learning; high reliability organizations; and effective schools. Descriptive data were gathered through the state-wide Infinite Campus program. The study is quasi-experimental design with a quantitative analysis. The outcome data were analyzed using two-way ANOVA (analysis of variance) and MANCOVA (multivariate analysis of variance). The results of the study indicated statistical significance in the areas of GPAs, final mathematics grades for a given year, student behavior, and results on standardized tests. The results have potential implications for educators. There are policy implications for increasing the cooperation between middle and high schools.

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