SOLUTION: FRESHMAN TRANSITION, PEER MENTORING, AND DROPOUT 1 FRESHMAN TRANSITION, PEER MENTORING, AND

FRESHMAN TRANSITION, PEER MENTORING, AND DROPOUT 1

FRESHMAN TRANSITION, PEER MENTORING, AND DROPOUT 17

Freshman Transition, Peer Mentoring, and Dropout Prevention Programs

for At-Risk High School Students: A Quantitative Study

Troy Taylor

RES6512

8/13/21

Students who drop out of high school have been a source of many challenges that the United States face. Dropping out of high school often makes it difficult for them to secure employment, pay much tax, and give the government burden of ensuring that they get her support. Conducting an online assessment at L.C. Bird High School with 400 participants revealed that a Success program offered in the school aided freshmen students in transitioning toward the conservatory, meeting friends, getting used to the schools’ environment, and focusing on the school activities the absence of fear and anxiety. The program helps students circumnavigate the school, understand their peers, become familiar with the school’s system, understand behavioral change, and set career goals. Unfortunately, some schools have not yet incorporated such programs. As a result, the United States education system faces many challenges to achieve academic goals and objectives.

The Success Program played a significant role in ensuring that it improves every student’s academic performance, counsels the at-risk students, and, more importantly, inspires them to remain in the school system. The schools that have not implemented the program should seek to implement the same to enhance the students’ focus, encouraging them to remain in school till they graduate. Bearing in mind that the Success Program aims to prevent the school dropout problem, future studies should develop the procedures for its implementation. Teachers in the United States’ education system should ensure that students meet their potential (Heppen, 2018). However, at-risk students are a significant challenge to the education system in the United States. The students possess a significant challenge while in school and at home, leading to the present-day influx of school dropouts. Thus, incorporating various measures assists the learners to perform better and help them increase their confidence, and propels them towards countering their challenge (Balenzano et al., 2019). The incorporated program helps the at-risk students by offering dropout prevention measures, mentoring, and delivering freshman transition. The critical elements of the program are to help minimize the school dropout by peer mentoring, dropout prevention, and character education to in-need students (DeLamar & Brow, 2016). The study examines the impacts of freshmen transition plans in preventing at-high risk high school learners’ dropout cases. The significant sections of the concept paper will be the problem statement, the purpose of the study, research questions, and the hypothesis statement.

Problem Statement

The impact of peer mentoring, freshman transition, and at-risk high school dropout prevention programs on at-risk learners are unknown. The background of the problem in the early adolescent stage is associated with reduced academic performance among learners in the nation, making the students face numerous challenges as they behaviorally and emotionally experience changes. The challenge then spreads to the students’ careers. Factors from the exterior environment with peer pressure, aspirations, changing institutions, and domestic violence affect the learners’ concentration. The extent of the problem is that, while the teenagers and adolescents grow, they experience many trials as they go through behavioral and emotional changes that push them towards seeking guidance from specialists (DeLamar & Brown, 2016). At-risk learners pay less attention to the challenges if well mentored, fully supported, and helped across their high school life. The learners thus, surpass the limitations concerning enhanced student achievement, hence minimizing the likelihood of dropping out of school. In this way, high school education equips the learners with assurance for bright forthcoming days.

The propensity of at-risk students to spread the trend to their counterparts is at the top level. Thus, it is crucial to support the learners throughout the transition period to create a long-term foundation. The scholars have established a mentorship program to help the at-risk students lowering the chances of dropping out of the learning centers (Smith, 2018). When the students drop out of school, they turn into socioeconomic setbacks within the United States. It is then the responsibility of the United States government to establish and implement measures that would control the dropout rate (Kuperminc et al., 2020). The strategies that would work best include counseling and meandering at-risk students going through the change period to enhance their chances of bettering their scores in school (Mac Iver et al., 2019). At-risk students need support to help minimize the dropout rates, which becomes a significant risk to the education system (DeLamar & Brown, 2016).

Purpose of the Study

The purpose of the study is to survey the impacts of peer mentoring, freshman transition, and at-risk high school dropout prevention programs in the United States. The study will examine if implementing peer mentoring, dropout prevention alongside freshmen transition will positively result in the at-risk students. Bearing in mind that the at-risk students are more likely to leave academics before completing their course, the study examines how effective peer mentoring alongside the freshmen programs effectively addresses the problem. If the mentioned programs can enable the freshman learners to bear with the vast school environment enhancing the retention rate, they deserve implementation since they clear the wealthy shortage cycle.

Research Questions

The research questions explore the impacts of transitional programs in averting at-risk students from dropping out of school in the United States.

The research questions below guide the study:

Research Question One: What are the effects of freshman transition programs on at-risk students?

Research Question Two: What are the effects of peer mentoring on at-risk students’ achievement?

Research Question Three: How effective is The Success Program in helping at-risk students to finish high school?

The study focuses on giving the results of peer mentoring, freshman transition, and dropout prevention on at-risk student achievement. External or internal learners’ factors such as low grades make them drop out of school. The student’s potential of not acquiring the support will not be fully exploited, and may drop out of school. The core aim of this research paper is to identify appropriate strategies that can complete the transition process, including preventing the school idler rates in the U.S. (Foggie, 2020). The education leaders need to address the challenge of high school dropout incidences since it is likely to be a severe issue. Besides, the research brings out the victory narration of the L.C. Bird High School Success Program Model effectiveness. The L.C. Bird High School program’s success will call for its implementation in the schools that are yet to embrace the program.

Hypothesis

The study consists of both null and alternative hypotheses. Both research question one and research question two are quantitative. Research question three is a descriptive analysis and lacks null hypothesis and alternative analysis.

The research question one is aligned with the following hypothesis:

Null hypothesis (Ho): There is no meaningful change in the general academic performance in response to freshman transition programs used for at-risk students.

The alternative hypothesis (Ha): There is a meaningful change in the general academic performance in response to freshman transition programs for the at-risk students.

Research question two is aligned with the following hypothesis:

Null hypothesis (Ho): there is no meaningful change to the general performance of at-risk 9th-grade students once they receive peer mentoring.

Alternative hypothesis (Ha): there is a meaningful change in the general academic performance of at-risk students once they receive peer mentoring.

The hypothesis aims to provide an assumption that the survey is considered valid to trigger research or investigation. The study will prove or disproof the hypothesis given in the two questions under study. The first research question will either concur with the null hypothesis on the effect of the freshman transition program or consent with the alternative hypothesis on the same. The second question will agree with the null hypothesis concerning the impacts of peer mentoring on the at-risk students or agree with the alternative statement regarding peer mentoring.

Literature Review

This section helps explore literature sources that research the effects of programs for freshmen transitions and peer mentoring. The aim is to identify and evaluate the impact of such programs in reducing dropout rates in high schools. Ideally, dropping out of high students is expensive and has many repercussions, as discussed below. The theoretical frameworks used include Schlossberg’s transition theory and Social and emotional learning (SEL) theories that indicate a positive effect when students are supported when they transition into new schools. The review will also focus on the United States dropout rate to assess the magnitude of dangers that loom from there. Before evaluating the effects of transitional programs, it is paramount to identify the risk factors of dropouts in the U.S. to understand the at-risk students who focus on this study. Without knowing who has a high likelihood of dropping out, it might be hard to target them if high schools want to mitigate this behavior and trend. The consequences of dropping out have also been explored in detail to help visualize the nation’s loss when high school students drop out before completing their studies. Lastly, the studies that have evaluated such programs’ impact on preventing dropping out have been assessed in detail.

Theoretical Framework

This study utilizes two theoretical frameworks; Schlossberg’s transition theory and Social and emotional learning (SEL) theories. Schlossberg’s transition theory supports the need for programs to help students transition from one level of education to another, specifically from one institution to a higher-level institution. Without support, students feel disengaged from the new environment and will end up dropping out. On the other hand, SELs are programs that students are taught and gain life skills such as self-management, responsible decision-making, self-awareness, relationships, and others. These are crucial because they prepare students to form new and healthy relationships with teachers and peers when they join high schools.

Schlossberg’s transition theory

One notable theoretical framework in this study is Schlossberg’s transition theory. As the name suggests, it is a theory that helps explain transitions. Nancy K. Schlossberg introduced a theory that defined a transition of events that lead to changes in routines, roles, relationships, and assumptions (The University of North Texas, n.d). Schlossberg argued that the context, impact, and type of transition must be considered before contemplating a transition to help the person undergoing such a transition. Griffin & Gilbert (2015) specify that the theory indicates that various forces affect a person’s coping with transitions. Researchers refer to these factors as the 4S’s, including situation, Self, support, and strategies as discussed below.

When an individual analyses the transition and the perception that they have on the change in particular. A person will internalize whether the transition is good or bad, is temporary or permanent, and if other stressors accompany it (Griffin & Gilbert, 2015). Therefore, perception plays a significant role in coping up with the transition. According to the University of North Texas (n.d), the situation is a substantial factor based on control, previous transitions, and concurrent stress. If the student lacks control of the transition, they become helpless because they assume a victim of the circumstance.

Social and emotional learning (SEL) theories

Another theoretical framework of transition programs is social and emotional learning (SEL) theories. SEL is a crucial concept in studies because it is a holistic process of achieving goals, managing emotions, establishing positive relationships, and making responsible decisions (Durlak et al., 2011). As a positive approach to committing to studies and reducing the effects of dropout cases in schools, SEL is grounded on five core competencies. These competencies help students manage situations and transitions when they occur.

Self-awareness core competency is part of the SEL program that students are taught. They, thus, gain the ability to understand how thoughts and emotions influence their behavior. They also gain accurate self-perception, influential in assessing Self. Moreover, students can evaluate their strengths and weaknesses, their core values, and a sense of optimism and confidence. These factors are essential when managing transitions because they increase a student’s boldness when a transition occurs (Griffin & Gilbert, 2015).

Self-management is another SEL competency that helps individuals to regulate their thoughts and emotions in different conditions. In self-management, a person is trained to manage stress and achieve goals despite the situation at hand. For example, when a student is transitioning to a new school, Schlossberg’s transition theory has confirmed that they will experience a change that needs to be managed. Perceptions and stressors usually engulf the person and must be analyzed to assess a new institution’s adaptation (Montgomery & Hirth, 2011). At-risk students must learn self-management to ensure that they can manage stress and know that they must achieve academic success despite the change.

Review of Current Literature

Effects of peer mentoring

Many students drop out in their ninth grade in the U.S. due to inadequate transition, leading to stress, anxiety, social hindrances, and eventually disappearing from school after dropping out. To gauge the effectiveness of a Peer Group Connection (PGC) program, a high school transition program, Johnson, Simon, & Mun (2014) examined such a program to determine its contribution to the students’ rate of school course completion. Utilizing a randomized control trial, those who participated in the PGC program in their ninth grade had a high chance of graduating in the 4-year course than their peers who never attended, with 81 percent and 63 percent, respectively. The study recommends that PGC, among other transitional programs, be implemented in high schools to support social and emotional learning and increase graduation rates.

Another study focused on the impact of a mentoring program on freshman students in high school. A formal mentorship program in a rural high school in the Midwestern region was investigated (Clark et al., 2016). The peer-led mentorship program for the freshman students was developed to assimilate them into the school community once they join. The students were connected with mentors, tutors, advisors, and advocates who guided the new students about the school norms. It was led by three teachers and 16 senior students who had been trained on peer mentorship. The study found that since the program’s implementation in 2007, the graduation rate increased by 6.4%. By 2013, the graduation rate stood at 93.7%. In addition, the research proved peer-led mentorship programs could lower the dropout rate of at-risk students.

Effects of freshman transition programs

Freshman transition programs have been implemented to address the issue of dropping out of at-risk students. From the literature above, it is evident that dropping out of high school is a prevalent case that negatively affects the future of dropouts. Thus, it requires a strategy to address it by providing at-risk students to find high schools as a better environment to grow their skills, socialization, exposure, and other elements to improve their future lives. Various researchers have studied this area to uncover whether the programs are effective in their duty to help such students and increase retention rates until completion. Below are some of the studies that covered this topic in detail to understand whether they impact it.

Effective freshmen transition programs change the at-risk students’ behaviors for the better. Montgomery & Hirth (2011) study revealed how freshmen transition programs should be to improve their effectiveness. The study was based on at-risk students at an urban high school. To be effective, Montgomery & Hirth (2011) found that the programs should have a sense of belonging whereby they are encouraged and mentored about education. The at-risk students were found to engage in truancy, exhibit emotional and social problems, and have poor academic performance. Disconnect would have to be identified, and the teachers seek to bridge the gap. Again, the teachers would create a robust teacher-student relationship that would improve connection at personal levels. The programs would also require life skills. Since some students could have been brought up in unsupportive environments, where they developed queer behaviors like fighting, disrespecting others, and using offensive and rude language, they needed to be taught some skills to live in a society harmoniously. Skills such as conflict resolution, showing compassion, treating others with respect, and appropriate behavior were some of the skills they required to be taught. The three components, a sense of belonging, relationships, and life skills, were vital for an effective freshman transition program. SEL-based programs effectively address the students’ attitudes and behavior through self-awareness, self-management, and responsible decision-making.

Research Methodology and Design

This chapter describes the process used in collecting data from the respondents. The study was designed to explore new high school students’ benefits from peer mentoring and freshmen transitional programs. First, it was designed to collect quantitative data, which would explain how such programs assist new students in high school. Additionally, this chapter includes the data collection method, the instrumentation used, the participants, data collection procedure, ethical considerations, and others. The participants included were 11th-grade students who have already completed such programs, 12th-grade student peer mentors who have benefited (or not benefited) from the programs and encourage others, the teachers (who actively support such programs with effective coordination), and parents who also support their children.

Quantitative analyses were used in the study to help understand the effects of freshmen transitional programs on dropout prevention on at-risk students in high school in the U.S. The quantitative analysis depicts the number and the percentage of the population affected by the freshmen programs.

Population

The population selected included interacting with the freshmen and peer mentoring programs exposed to new high school students. Thus, the students who have lately completed the program were involved. Included were their senior peers (11th and 12th grade), who happen to be mentors, who were also engaged in this study to understand their perception of the effectiveness of such programs in decreasing dropout cases of at-risk freshmen students. Again, they would share their experiences with the program and how it has helped them stay in school longer, change their behaviors, and improve their academic performance and individual classes’ GPAs. The teachers, who majorly coordinate the programs and motivate the freshmen students, were also included in this study to help get a broader perspective. Finally, parents were included to explain how the program has changed their children if it has changed them.

Instrumentation

In the questionnaire, only the questions that related directly or were influential in the survey were included. The questions were a combination of open and close-ended. For the close-ended, the participant was to answer or choose among the provided answers. On the other hand, the open-ended questions allowed the participants to give detailed answers helping the researcher get detailed data. Then, a question in the questionnaire had a five-point Likert scale to answer options and provide a more comprehensive option based on how well they benefited from the freshmen programs. The questionnaire was prepared in English.

The researcher engaged 400 respondents via online surveys. Considering that the study focused on one institution, random sampling was better and preferable. Those participants who felt that they could take part in the study were selected. The researcher contacted the administration who made the selection and sent the participants’ email contact to the researcher. Random sampling eliminates the presence of bias in the data collection process. A more significant number would eliminate generalizing the feedback about the program from a few participants.

Moreover, it would help gather information from multiple perspectives. The participants included parents, freshmen, ninth-grade students, and teacher mentors to understand the topic comprehensively. There were 215 ninth-grade students, 94 tenth, eleventh, and twelfth-grade student mentors, 16 teachers, and 75 parents.

The strength of the study is the generalizability of the study results. The study included 400 participants in a school with 1,891 students with a student-teacher ratio of 16:1. With about 120 teachers, the community has a total of 2,000 population. Taking 400 is just 20% of the population, which means that the sample size is a higher percentage of the entire population. This number is, however, when parents have been excluded from the population.

The drafting of questions took a week. The feedback from the school administration took three days. After obtaining the school’s confirmation, the survey was sent to the participants, and filling them took another two weeks, as indicated below.

The researcher engaged L.C. Bird High School in Chesterfield County, Virginia. It is a high school in 9th-12th grade high school. The school is located at 10301Courthouse Rd. Chesterfield, VA 23832-6616. By contacting the school’s administration, the researcher was given access to different emails that could be used to send the questionnaires. That is how the researcher reached the students and the teachers who are highly connected with the Success Program that freshmen students participate in.

Through their school, the participants were engaged to report based on how they have experienced the freshman program and how it has helped (or not helped) them to excel in academics, learn about their new environment, and helped them cope with preventing dropping out. They were free to participate or to withdraw at any time.

After understanding their rights as participants and confirming their participation, the researcher sent the questionnaire. They were then aware of confidentiality and anonymity. According to Vitak, Shilton & Ashktorab (2016), online surveys have caused many respondents to fear that their personal information will ultimately be in the wrong hands. Nonetheless, when they do not share any personally identifiable information, they have nothing to worry about because, even if their questionnaires fall into the wrong hands, there will be no information that will define them. Therefore, as the researcher aimed to ensure that their inputs are treated with confidentiality, their role was to treat their information anonymously by not including their details.

After receiving their questionnaires, the participants had two weeks to complete them. They had to allocate their convenient time to fill the answers. To improve the response rate, the researcher sent reminders within the period.

Data Analysis

After collecting data as recorded in the questionnaires, it had to be analyzed to help understand the findings’ meaning. This study utilized quantitative data analysis based on the study design to collect the participants’ understanding of the freshmen program. The data had to be analyzed visually to collect graphs to understand the freshmen program better. The conclusion would help other high schools implement such programs to reduce dropout issues on at-risk students.

The participants were advised not to include real names in the questionnaire to embrace ethics in the study. This would promote anonymity. Vitak, Shilton & Ashktorab (2016) realized that people fear participating in online surveys because their information will be shared over the internet. The essence was to help the respondents understand the need for not sharing their personal information online. They were also assured of the confidentiality of information. The researcher also made clear the study’s purpose and that participating would not harm the respondents. Therefore, they should not fear to take part because they would not lose or compromise their dignity or privacy.

Ethical Procedures

To embrace ethics in the study, the participants were advised not to include real names in the questionnaire. This would promote anonymity. Vitak, Shilton & Ashktorab (2016) realized that people fear to participate in online surveys because they fear their information will be shared over the internet. The essence was to help the respondents understand the need for not sharing their personal information online. They were also assured of the confidentiality of information. The researcher also made clear the study’s purpose and that participating would not harm the respondents. Therefore, they should not fear to take part because they would not lose or compromise their dignity or privacy.

Summary

Undeniably, the high school dropout matter continues to prevail in the U.S. The study aims to explore the effects of freshman transition and peer-mentoring programs on preventing dropout issues. The at-risk students are most affected by this matter, and they eventually suffer many challenges in their later lives. Also, there is a tendency to the poverty cycle if students drop out and their children do the same in the future. The methodology used includes an online survey to gather data from 9th-grade freshmen students, senior students, teachers, and parents to understand the effectiveness of freshmen transition, peer mentoring, and dropout prevention programs for at-risk students.

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