Life course theory views lives as dynamically unfolding in transaction with social contexts and structured by transition points ( Elder 1998). Such organization efforts are necessary to make meaning of sometimes disparate research findings, to inform high school support and intervention efforts, and to identify existing gaps in our knowledge of students’ high school transition experiences in order to identify directions for future research endeavors.Ī promising avenue for achieving these important goals is to use the life course paradigm as an organizing framework. What is lacking in this growing literature, however, is coordination-we have accumulated a large base of information that now needs to be organized into a coherent body of knowledge. 1991), research on the high school transition is burgeoning across disciplines as scholars explore changes in student functioning from 8th to 9th grades ( Reyes et al. 2007) and middle school ( Eccles 2004 Simmons and Blyth 1987 Wigfield et al.
Although less common than work on the transition to elementary ( Entwisle and Alexander 2002 Pianta et al. Over the past three decades, scholars have focused extensive attention on school transitions.
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