The impact of transition programs on administratively promoted eighth grade students in Clarksville -Montgomery County Schools

Rosalyn Annette Evans, Tennessee State University


The purpose of this study was to analyze the impact of the Clarksville Montgomery County School System (CMCSS) Bridge Transition Program on the academic achievement, retention, and promotion/graduation rate of the administratively promoted students from middle to high school during the 2003-2007 academic school years. The population most at-risk of not graduating high school is composed of those students administratively promoted to high school (NCREL, 2005). In Clarksville Montgomery County Schools prior to the start of the Bridges transition program, 84% of the students who were administratively promoted dropped out of school. Six of the area middle schools principals submitted names of students who would benefit from participating in the transition program. The sample included 100 students who were administratively promoted to the ninth grade: 51 students chose to participate in the program and 49 declined the opportunity to participate. However, all 100 students' academic progress was monitored for four years. The sample population consisted of minority, African American male and economically disadvantaged students. The study used the Tennessee Comprehensive Achievement Program (TCAP) Gateway and TCAP End of Course assessments along with CMCSS Benchmark assessments to examine the hypotheses. Statistical tests were completed and used to evaluate the impact of the Bridges transition program on academic achievement between participants and non-participants. The analysis of the data found that participants had a significantly higher promotion rate and they did better on the academic assessments than non-participants. The majority of the students regardless of their race, ethnicity, and socioeconomic status that participated fully and remained in the Bridges transition program were identified as seniors at the end of four years. African American male participants experienced greater promotion rates than African American male non-participants. Results from the analysis also revealed a statistical difference in the dropout of rate of minority students, African American males and economically disadvantaged student participants compared to non-participants. The Bridges transition program influenced the promotion rate, dropout rate and academic achievement proficiency of students administratively promoted from middle to high school. This study recommends that elementary, middle, and high schools develop and sustain transition programs that will assist all students to excel academically.

Subject Area

School counseling|Curriculum development

Recommended Citation

Rosalyn Annette Evans, "The impact of transition programs on administratively promoted eighth grade students in Clarksville -Montgomery County Schools" (2008). ETD Collection for Tennessee State University. Paper AAI3320197.