Implementation of a ninth-grade transitional course case study

Abstract

The purpose of this qualitative case study was to understand teacher and administrator perspectives regarding how a ninth-grade transitional course that began during the fall of 2019 meets student needs during the transition from middle to high school. The high school in which this study was conducted, is referred to as “Midwestern High” (a pseudonym) has traditionally struggled with their incoming ninth-grade students as they transition into high school from middle school. However, since the implementation of this course, student promotion to the tenth-grade has improved. Deci and Ryan’s (1985) “SDT” was utilized as the theoretical framework to provide a lens through which the data was analyzed. This theory has utility for explaining the influence of the transition course on ninth-grade student success because it provides a framework to understand persistence in goal pursuit when the psychological needs of competence, autonomy and relatedness are met (Deci & Ryan, 2000).

The primary findings of this qualitative case study are that both administration and teachers perceive that the ninth-grade transitional course at Midwestern High School does support the psychological needs of the incoming ninth-grade students. The findings in this qualitative study are consistent with other studies of school transitional programs or small learning communities (Roybal et al., 2014; Cushman, 2006; Butts & Cruzeiro 2005).