The DOI matches its Crossref record; 104 of the 107 references it cites were found in a registry or an index.
Academic Vulnerability and Resilience during the Transition to High School: The Role of Social Relationships and District Context
Abstract
The transition to high school is a critical stage in students’ academic trajectories and can be especially difficult for middle school students who struggle academically. Starting high school on a low academic track and with low academic performance often leads to dropping out of high school. This study investigates what might protect academically vulnerable students during the transition to high school by exploring the potential effects social relationships and changing context have on academic outcomes in high school. As students move from middle school to high school, their social relationships are transformed. The degree to which social relationships change is in part a function of the way school districts are organized. The results suggest that middle school social relationships are protective against low academic outcomes in the first year of high school, but not for low-achieving middle school students. In addition, a district context characterized by greater reconfiguration of peer social relationships is not associated with math course placement but protects against course failure, especially among low-achieving middle school students. These results suggest implications for the way districts organize students and how contexts of school transitions have the potential to provide resilience.
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“Only one study (two articles) analysed a robust, secondary longitudinal dataset (Langenkamp, 2009(Langenkamp, , 2010)), from the US National Longitudinal Study of Adolescent Health (Add Health) and its education component, the Adolescent Health and Academic Achievement (AHAA).”
From Primary–secondary school transition experiences and factors associated with differences in these experiences: Analysis of the longitudinal Growing Up in Scotland dataset (2023) · cites this paper as Langenkamp, 2010
Citations
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Cited by
Sorted by citations
Quin, D. (2017) · Review of Educational Research · doi:10.3102/0034654316669434 · Cited by 565
The transition to high school: Current knowledge, future directions
Benner, A. D. (2011) · Educational Psychology Review · doi:10.1007/s10648-011-9152-0 · Cited by 333
Nuske, H. J., Hassrick, E. M., Bronstein, B., Hauptman, L., Aponte, C. A., Levato, L., Stahmer, A. C., Mandell, D. S., Mundy, P., Kasari, C. L., et al. (2018) · Autism · doi:10.1177/1362361318754529 · Cited by 243
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Metadata
- Authors
- Langenkamp, A. G.
- Affiliations
- Georgia State University (US)
- Corresponding author
- Langenkamp, Amy G.
- ORCID
- Langenkamp, Amy G.
- Venue
- Sociology of Education
- Publisher
- SAGE Publications
- Published
- 2010-01
- Volume
- 83
- Issue
- 1
- Pages
- 1-19
- ISSN
- 0038-0407 (ISSN-L)
- 1939-8573
- OpenAlex
- W2142149995
- Cited by
- 117
- References
- 107
- Citations by year
- 2026: 3 · 2025: 4 · 2024: 12 · 2023: 8 · 2022: 7 · 2021: 9 · 2020: 8 · 2019: 5 · 2018: 11 · 2017: 8 · 2016: 12 · 2015: 9 · 2014: 3 · 2013: 7 · 2012: 3
- FWCI
- 25.68
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Sociology of Education (publishedVersion)
- Topics
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Sociology and Political Science › Sociology and Education Studies
- Social Sciences › Education › Educational Environments and Student Outcomes
- Keywords
- transition to high school, academic vulnerability, academic resilience, low-achieving students, junior high school students, school district organization, course placement, course failure, school dropout, academic trajectories
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