The 9th grade year is critical to students’ success in high school — the influence of a broader number of peers (both positive and negative); the potential of developing bad habits such as skipping class; and entry into a larger, sometimes seemingly less caring, environment can all impact how students will react.
Learn about the unique responsibilities, strengths, and social-emotional needs of English language learners (ELLs) and immigrant students in middle and high school from Michelle Lawrence Biggar, a veteran ELL educator in New York State.
In this statement, the National Association of School Psychologists (NASP) identifies the characteristics of students more likely to be retained and the impact of retention at the secondary school level, late adolescence, and early adulthood. NASP also provides a long list of alternatives to retention and social promotion.
Studies on grade retention reach the same conclusion: Failing a student, particularly in the critical ninth grade year, is the single largest predictor of whether he or she drops out. What must teachers know to identify students’ needs and apply appropriate instructional strategies to reduce dropouts?
Social support strategies that sustain the preparation and success of all students are critical to improving academic achievement, raising expectations, and increasing the college-going rates of underserved students.
“Solution Shop” is a counseling and study skills program designed to address the academic needs of struggling middle school students. In this program, the school counselor serves the critical role of developing and providing appropriate interventions, which range from individual and group counseling, study skills instruction, parent consultation, behavioral contracts, math and reading tutoring, and teacher meetings.
Center for Comprehensive School Reform and Improvement
More students fail ninth grade than any other grade and many of these students ultimately drop out. Can pre-emptive interventions lead to increased graduation rates? Emerging evidence suggests that eight-grade transition programs increase pass rates, boost enthusiasm for learning, improve academic skills, enhance self-esteem, and reduce discipline problems.
This meta-analysis of 73 programs finds that afterschool activities can have a positive impact on children’s personal and social skills, including problem-solving, conflict resolution, self-control, leadership, responsible decision-making, and self-esteem. Youth who participate in afterschool programs show significant improvement in their feelings, behavior, and school performance. Research demonstrates that the most effective programs are SAFE (sequential, active, focused and explicit).
