Experiences of urban youth navigating the transition to ninth grade

The study describes perceptions of the transition to ninth grade for low-in come, urban, minority adolescents. Students who had a grade point average ( GPA) of 3.0 or higher in middle school were interviewed about their school transition. Results focus on perceptions of the transition, major challenge s, sources of support, and coping strategies. Students who continued to per form well in ninth grade were differentiated from those who had academic di fficulties. Students described the transition to high school as including n ew academic challenges, a more complex environment new social demands, and new interactions with teachers. High performers mentioned fewer challenges than low performers. High perfomers received more support from their immedi ate family, and many had friends who supported their academic goals. Studen ts described three kinds of coping strategies: individual (be dedicated, st ay focused) academic (study, keep up with homework), and social (hang with the right people). Implications focus on supporting academic success for ur ban youth.