A LONGITUDINAL-STUDY OF SCHOOL ADJUSTMENT IN URBAN, MINORITY ADOLESCENTS - EFFECTS OF A HIGH-SCHOOL TRANSITION PROGRAM

Described an intervention program designed to prepare elementary schoo l (K-8) eighth-grade students for their transition to high school the following year. Participants in the study were 145, predominantly Hisp anic, inner-city public school adolescents. The experimental group rec eived an augmented condition, consisting of Education and Peer Support Components. The control group received a minimal condition consisting of only the Education Component. While no group effects were observed , time effects indicated experimental and control students' improved p erceptions of school readiness, but deteriorated perceptions of suppor t from both home and school and diminshed grade-point averages and att endance. Time effects also revealed variable changes in school percept ions. Findings are discussed in terms of a developmental perspective o f the school transition process. Implications for high school transiti on programming with the target population and directions for future re search are also addressed.