May 29, 1998 Contact: Daniel Duke (804) 924-3979 Note to Reporters, Editors: Researchers examined ninth-grade transition programs in the following school districts: Alexandria, Charlottesville, Hopewell and Norfolk and the counties of Albemarle, Alleghany, Carolina, Frederick, Highland, Louisa, Prince William and Rockingham. For copies of the report, call the Thomas Jefferson Center for Educational Design at (804) 982 2873. Specific questions about a program in your area can be addressed to education professor Daniel Duke at the number above. VIRGINIA SCHOOLS SPEND LITTLE MONEY ADDRESSING PROBLEMS OF NINTH GRADERS, STATEWIDE SURVEY SHOWS Although educators recognize that ninth grade can be an unusually difficult period for students, Virginia school systems are spending little money in creating or operating programs that help students with the transition into high school, a statewide survey has found. Researchers at the University of Virginia's Thomas Jefferson Center for Educational Design studied transition programs to determine how Virginia schools are addressing problems distinctive to ninth grade, such as high rates of absenteeism, failing grades, behavior problems and retention of students. Although the schools' programs varied considerably in content, staffing, size and length, all received little funding, the research team found. "There is little evidence that school systems are investing substantial amounts of money in operating transition programs," said Daniel Duke, center director and lead investigator of the team that conducted the study in the fall of 1997. "Programs generally rely on existing staff. Operating funds, with few exceptions, are minimal -- less than $1,000. Teachers complain that they lack funds for special materials, software, field trips and training about the special needs of ninth graders," said Duke, professor in U.Va.'s Curry School of Education. After collecting survey responses describing the transition programs in 84 percent of Virginia school districts, the researchers decided only to investigate long-term programs designed to enhance the academic achievement of ninth graders. Only 14 sites met that criteria. MORE 2 Although those programs varied considerably, most experienced improvements in student discipline, according to the researchers' analyses of the survey responses. The second most often cited indicator of effectiveness was grade improvement, although how that improvement was measured varied substantially among programs. One, for example, noted that the passing rate jumped from 32 percent before the transition program began to 93 percent at the end of the program's first year. Another indicated that the percentage of D's ad F's dropped by 4 percent from 1995-96 to 1996-97. Seven programs reported improvements in students' socio-emotional adjustment to high school. Some programs reported improved retention rates of students. Only two program directors said that standardized test scores had improved. Researchers in the "Ninth Grade Transition Programs in Virginia" report mailed this month to every Virginia school division made several recommendations. The report's top recommendations are: ¥ Schools should develop specific goals for ninth-grade transition programs to provide a clear basis for evaluating their effectiveness. ¥ Transition programs should be staffed by at least one reading specialist, one teacher trained in learning disabilities and one counselor knowledgeable about the needs of ninth graders. ¥ Ninth graders should be provided with a required study hall and/or homework assistance center. ¥ Eighth graders with academic deficiencies should be required to attend a summer skills development program before entering ninth grade. "The study shows no consensus exists about whether the best transition program is one for all ninth graders or just for ninth graders considered to be at risk," Duke said. "With the alarming data on the high rates of failing grades, absences, behavior problems and retention for ninth graders, it is obvious that ninth grade is a trouble spot for many young people. We support the efforts of Virginia school divisions to address the special needs of these students and urge more attention on such programs," Duke said. ### Television reporters should contact the TV News Office at (804) 924-7550.