Ready for High School means preparing and supporting students for the challenges and opportunities they will encounter in high school. It is a multifaceted approach that addresses academic, social, and emotional aspects of readiness. The transition to high school is a foundational component that significantly impacts the likelihood of student success in high school and beyond. School and teacher practices can make a big difference in students’ transition to high school and whether they succeed in the 9th grade.
Ready for High School focuses on the systems and structures that support students’ 9thgrade success before, during, and after they transition. Implementing this strategy includes the following components:
- Personalized and supportive environment for 9th grade students.
- Early preparation for high school entry.
- Proactive supports for students and families.
Ready for High School is supported by a body of research indicating the importance of addressing academic, social, and emotional aspects of readiness to facilitate a successful transition to high school and promote 9th grade successi.
- Academic Preparedness: Numerous studies indicate that academic readiness significantly impacts students' success in high school. A report by ACT highlights the importance of early preparation for high school academics. Students who take rigorous coursework in middle school are more likely to excel in high schoolii.
- Social and Emotional Support: Research conducted by the Collaborative for Academic, Social, and Emotional Learning (CASEL) emphasizes the significance of social and emotional readiness for high schooliii. Students who possess strong social and emotional skills are better equipped to handle the challenges of high school, such as peer pressure and stress. Schools that prioritize social and emotional learning (SEL) report higher rates of academic achievement and lower rates of disciplinary issues among students. When students have supportive relationships and opportunities to develop and practice social, emotional, and cognitive skills across many different contexts, academic learning accelerates.
- Personalized Support: Studies on personalized learning environments demonstrate their effectiveness in supporting student success. According to a report by the RAND Corporation, personalized learning approaches, which tailor instruction to individual students' needs and interests, result in improved academic outcomesiv. By creating a personalized and supportive environment for 9th grade students, schools can better address diverse learning needs and enhance student engagement and motivation. Furthermore, evidence suggests that personalized learning (PL) can improve achievement for students, regardless of their starting level of achievement.
- Early Intervention: Research from organizations like the National Association of Secondary School Principals (NASSP) underscores the importance of early intervention in supporting students' transition to high schoolv. Providing proactive supports for students and families before they enter 9th grade can prevent potential challenges and promote a smoother transition.
- Supportive School Practices: Evidence from school-based interventions supports the idea that supportive school practices positively influence students' transition to high school and their success in 9th grade. A study published in the Journal of Education for Students Placed at Riskvifound that schools implementing comprehensive transition programs supported by community partner organizations, including academic and socio-emotional support structures, experienced higher rates of on-track graduation and lower dropout rates among freshmen.
Programs and Practices Within This Strategy
- 9th grade advisories or seminars
- Mentorship for all 9th grade students
- 9th grade orientation
- High-impact summer bridge or transition program
- Transition collaboration between middle and high school personnel
- Effective implementation of Individual Learning Plans
- Establish durable skills learning benchmarks
