The Most Critical Year of High School

 by Tara Leonard and Lori Butterworth

On January 3rd the Consortium for Chicago School Research and The Institute of Education Sciences released a study about high school graduation. The key indicator used in the study for high school graduation was whether or not students were “on track” their freshman year.  According to the study "on track" means:

1. Earned enough credits to be promoted to grade 10. 
2. Had no more than one semester “F” in a core course (English, math, science, and social studies). 

 

While there is evidence emerging among researchers and educators about the importance of mitigating the academic challenges that complicate the first year of high school, it's time to put in place effective prevention programs that address not just academic issues, but also the array of social and emotional challenges young people face as they enter high school. 

Eric had never been on campus before the first day of high school and didn’t know his way around. Surrounded by older, unfamiliar faces, he was afraid to ask directions, worried that it wouldn’t look cool. By the time Eric found his Algebra class, the bell had rung and he was laughed at when he walked in late. Flustered, he was too embarrassed to admit that he didn’t understand the homework assignment. While looking for the cafeteria, he accidentally stumbled into an older student who snapped, “Watch where you’re going!” and shoved him into the lockers as other kids pointed. Intimidated by upper class-men that he had hoped to befriend, he ate alone on the back steps for the first two weeks of school.

As the weeks went by, like so many freshmen facing the world of high school with little support, Eric struggled academically and socially. He wasn’t used to juggling so many subjects and couldn’t keep up with the homework. Afraid of looking dumb, he never raised his hand in class.

Lonely and anxious, he started skipping class to hang out with some guys in the neighborhood, smoking and goofing off. “Why do you waste your time at that school anyway?” an older boy asked. Eric was beginning to wonder himself but didn’t know who or where to ask. By the end of his freshman year, he dropped out and by age 16, instead of attending high school, Eric entered the criminal justice system.

Freshmen themselves identify relationships with upperclassmen as a key concern upon entering high school. As they begin to depend less on their parents, freshmen are increasingly influenced by their peer group. (Newman et al. 2000) Those who become attached to school through teachers and peers are more likely to behave in constructive ways and avoid high-risk behaviors. (Collaborative of Academic, Social and Emotional Learning).

Studies have shown that high schools offering comprehensive freshman transition programs are able to dramatically reduce truancy and dropout rates. However, transition programs should not be one-time events at the beginning of the school year (Bottoms, 2002). The transition to high school begins with the fall of eighth grade and continues throughout the spring of ninth. (Mizelle, 2005). To be comprehensive and successful, freshmen orientation and transition programs must include the involvement and guidance of upperclassmen trained and supported throughout this entire yearlong progression.

Preliminary reviews and evaluations from schools that have implemented the Link Crew transition program indicate that when freshmen connect with upperclassmen in positive ways, schools can dramatically reduce freshmen truancies, dropouts, failing grades, hazing, harassment, disciplinary referrals and detentions. These initial indicators show that freshmen experience feelings of connection to school, develop trusted relationships with adults and feel part of the community as a whole because they have connected with upperclassmen as mentors. 

For instance, Southwest High School in Green Bay, Wisconsin reported a 38% reduction in freshman truancy, while David Douglas High School in Portland, Oregon reported a 71% reduction in freshman disciplinary referrals. Atwater High School in Atwater, California reported a 30% reduction in freshman failures, and Boulder High School in Boulder, Colorado reported a drop in freshman hazing incidents from 20 to zero, one year after implementing the Link Crew program. (For more results, please go to http://www.boomerangproject.com).

These outcomes are significant and are in alignment with the purpose and goals of the Department of Education's Institute for Education Sciences. It's time to institute effective freshman transition programs in all highs schools, especially at those urban and high poverty schools where attrition is reaching epidemic proportions.

Across the country in schools where Link Crew has been implemented freshmen have

•  Demonstrated an increased sense of connection to school, adults and peers
•  Experienced fewer fights, bullying and hazing incidents
• Had a sharp and immediate reduction in disciplinary referrals
• Attended more school and extra curricular activities
• Demonstrated personal character development
• Developed decision making skills, the ability to resist negative peer pressure, and the ability to develop positive, meaningful relationships
• Demonstrated increased cultural competence and appreciation of differences 

The upperclassmen who are trained as mentors have:

• Developed a strengthened sense of personal responsibility and leadership 
• Demonstrated habits of reaching out to other students in need 
• Created a sense of inclusivity on campus
• Demonstrated improved decision making skills, resiliency, and skills in building positive relationships
• Shown an increased ability to communicate effectively with intention and mindfulness
• Improved interpersonal competence: empathy, sensitivity, and friendship skills
• Increased social inclusion of younger, transitioning students  

 

Like so many schools around the country, it’s time for us all to unite in an effort to prevent violence, eradicate bullying and make hazing uncool, once and for all. We need to do this for kids like Enrique. 

Recommendation to Improve our Nation's High Schools: 

Expand the availability of freshmen transition programs that utilize social and academic mentorship with upperclassmen. 

Ways you can take action:

1. Find out how to bring Link Crew to your high school. 
2. Write letters to Congress, the Department of Education, local and national newspapers. 
3. Donate to the Boomerang Foundation and designate your donation towards supporting freshmen.
4. Share this article in your school newsletter. 
5. Post this on Facebook, Blogs, Twitter etc.