Supporting Students in the Middle Grades

As students enter the middle grades, many lose academic momentum and thus reach ninth grade unprepared. This lack of preparedness snowballs: It leads students to disengage from their studies, causing them to miss opportunities to get back on track in high school and thrive in the years beyond. Sixth grade is a particularly critical juncture. Targeted support in mathematics, English, and attendance during this year can help close achievement gaps and set students up for long-term success.[1]

The Southern Regional Education Board (SREB) launched a middle-grades initiative more than a decade ago to emphasize the importance of well-structured transitions. With a record of helping states improve education in the South for over 75 years, SREB reports on state performance based on a common set of adopted goals and an analysis of key indicators that span pre-K through entry into the workforce. Back in 2011, SREB estimated that 25 out of every 100 rising ninth graders in the SREB region failed to graduate with their peers.[2] Furthermore, less than half of ninth graders in the region were enrolled in college by age 19.

Between 2015 and 2022, 13 of 16 SREB states increased their high school graduation rates. The region’s graduation rate rose by three points to 88 percent, one percentage point higher than the national average. From 2014 to 2023, the percentage of ninth graders who reached grade 12 on time increased 12 percentage points to 84 percent, trailing the nation by 5 points. In 2020, the SREB six-year college graduation rate was 61 percent, up 5 points from 2014. The region trailed the nation by two percentage points. Six SREB states had graduation rates that exceeded the national average of 61 percent for students who enrolled in 2014.[3]

By setting clear missions, providing technical assistance, and implementing supportive policies, state leaders play a vital role. Dedicated state-level coordinators can guide districts in adopting best practices: accelerating learning for students below grade level, redesigning middle-grade math curricula to prepare more students for Algebra I by eighth grade, improving teacher preparation and certification, and strengthening reading and writing. Additionally, schools should build on students’ aspirations by integrating educational and career planning into the middle grades.

Principals in Alabama searched for best practices for middle-grades transitions and to identify the challenges for students. Sixth graders in Arkansas provided feedback on their thoughts and concerns as they transitioned to middle school. SREB partnered with the Mississippi Department of Education to create the Middle School Transition Toolkit. Among student surveys distributed by SREB to examine Alabama and Mississippi middle-grades transitions, only 52 percent and 45 percent of respective students had developed a plan with their advisor or counselor for courses that students would take in high school. Louisiana and Delaware are two states in the region taking different approaches to tackling middle-grades transitions and student preparedness.

Alabama Principals and Arkansas Sixth Graders Pinpoint Challenges

Researchers interviewed 11 middle school principals from central Alabama to identify best practices for supporting students transitioning from middle to high school.[4] The principals pinpointed several challenges students face: adjusting to new policies, navigating larger facilities, adapting to different curriculum standards, managing multiple new teachers, and interacting with older students. Additional concerns, such as bullying, were also noted for students with special needs, learning disabilities, or limited support at home; these factors increase the risk of academic struggles.

To address these challenges, the principals emphasized offering higher-level learning opportunities, such as accelerated math and core academic courses, competitive academic teams, and honors classes in all core subjects (including virtual options). Performing arts programs requiring auditions were also recommended to engage students. Additional suggestions were to host high school students to share their experiences and to send teachers to summer training programs to improve teaching strategies.

Principals described different methods to support their students. Most schools incorporate interdisciplinary teams, ensuring that every student has meaningful relationships with adults who are familiar with their needs. Many schools use peer helper or mediator groups and provide continuous academic and social support before, during, and after school.

Principals also highlighted the importance of collaboration between middle and high school counselors. Counselors work together to develop individualized four-year plans for eighth grade students, aligning course selection with future college majors or career paths. One school implements a 25-minute advisory period, where teachers stay with the same students from sixth to eighth grade to foster stronger connections.

Addressing bullying was also a priority for the sample of Alabama principals. Schools implemented antibullying hotlines, contracts with clear consequences signed by students, and meetings with administration and counselors to set expectations at the beginning of the school year. The principals also emphasized the importance of student and parent involvement in creating a positive school environment. They stressed inviting students to participate in committees, gathering feedback from parents, and building relationships with the community. They recommended choir, drama, robotics, athletics, clubs, and other extracurriculars to help students form connections and build school and community pride.

A 2017 study examined the perceptions of low-income students transitioning to four Title I middle schools in central Arkansas to measure “connectedness” and the positive and negative factors associated with middle school readiness.[5] The students most often selected making new friends and using a locker as positive factors, indicative of their anticipation of greater independence. The most common concerns were fears of getting lost and apprehension about the homework load, which underscores how procedural and academic factors shape students’ experiences.

Students deemed parents the most helpful resource during the transition, followed by sixth grade teachers and opportunities to pick up schedules early. Conversely, students viewed team-building activities as the least helpful, which could suggest either that schools lacked these activities or that they were perceived as ineffective. Nearly half reported not participating in extracurricular activities, and many low-income students in particular reported anxiety about bullying. Research emphasizes the importance of maintaining friendships during transitions, as students who carry middle school friendships into high school often experience higher academic achievement and emotional support.[6]

Mississippi’s Transition Toolkit

To ease students’ transitions and set them up for success, the Mississippi Department of Education gathered networks of middle school leaders and teachers to identify and solve problems of practice using SREB’s research-based continuous improvement model.[7] In doing so, the department hoped to leverage early-learning gains to build steady growth through the middle grades, ensure equitable access to advanced courses in high school, and help teachers and leaders develop skills to support middle school students’ social, emotional, and academic development.

Building on the middle school pilot, the department created the Mississippi Middle School Transition Toolkit in partnership with the Association for Middle Level Education, Mississippi State University, and SREB.[8] The toolkit offers families and schools activities and information to support students as they transition into middle school, during their middle school years, and as they move into high school. It also guides transition teams at the local level. It covers communication, culture, instruction, family engagement, and social-emotional learning and in each of these areas offers activities, strategies, best practices, considerations for select populations and counselors, and digital resources.

Louisiana’s Transitional Ninth Grade

Before the 2014–15 school year, nearly 40 percent of Louisiana students who had been retained in eighth grade failed to complete high school. To address this issue, the Louisiana Department of Education in 2018 established the Transitional Ninth Grade (T9) program, which allows students who would have been retained in eighth grade to move to a high school campus, where they receive a year of targeted academic remediation. By identifying and supporting T9 students, middle and high schools can significantly reduce dropout rates and improve outcomes for at-risk students.

Students who did not take the spring statewide assessment in grade 8 or failed to achieve basic proficiency in English language arts or math are eligible for T9. High schools provide T9 students with tailored academic remediation alongside counseling support. The students take high school courses, have the same diploma options as their peers, and are placed on a five-year graduation timeline, though they may graduate within four.[9] After completing the T9 year, students are automatically promoted to ninth grade, with those earning sufficient high school credits eligible to advance directly to tenth grade.

The sending middle school selects students to promote to T9, with requirements clearly outlined in the middle school’s pupil progression plan. The schools identify eighth-grade students at risk of not attaining proficiency on state exams and inform eligible families that remediation in nonproficient subjects (English language arts, math, or both) is necessary for promotion to T9. School building level committees and middle school leaders make the final decisions regarding retention or T9 promotion and communicate these decisions to families and receiving high schools.[10]

Receiving high schools provide dropout prevention and mentoring tailored to at-risk students. They must design flexible curricula to address the unique needs of T9 students and communicate in writing with families how T9 differs from traditional ninth grade. High schools are also required to establish counseling structures and develop individualized graduation plans for each T9 student that follow the statewide high school planning guide. Teachers, counselors, and school leaders share responsibility for these objectives.

The timeline for students begins with taking the statewide assessment in April at the end of grade 8. Students not on track to pass the math or English portion are identified. Eligible T9 students complete at least 50 hours of remediation over the spring and summer. At the end of summer, the sending middle school makes the final decision on grade 8 retention or promotion to T9.

For accountability purposes, T9 students are considered eighth graders and are not included in the high school graduation cohort during their first year on campus. However, they can enroll in high school courses such as career education classes. Their state assessment scores are banked or transferred in the same way as scores for middle school students. While T9 students are not placed in a high school graduation cohort during their T9 year, they remain eligible to graduate upon meeting all graduation requirements, regardless of the number of years they are enrolled in high school.

Delaware’s Career Exploration

The Delaware Department of Education launched a pilot program in 2022 to enhance middle school students’ academic and social readiness for high school and beyond. Ten schools were selected to develop and implement initiatives aligned with Delaware’s new middle school career and technical education (CTE) standards and its high school–ready profile. This teacher-led program integrates career exploration into existing related arts courses to foster personalized learning paths and career-connected capstone projects.[11] Related arts classes are transformed from subjects like sculpting or photography into courses tied into CTE standards and real-world examples applicable to students’ interests. For example, a sculpting course could be paired with illustrations and lessons tied to engineering, or a photography class covering animals ties into biology and anatomy. By empowering educators to design engaging, skill-building curricula, the initiative prepares students for future careers while amplifying student voice and collaboration.

Before the program’s launch, teachers and school leaders reviewed arts courses to identify where they overlapped with the new CTE standards and where they might incorporate career exploration. This process revealed opportunities to introduce new stand-alone courses. Educators sought student feedback to ensure that redesigned courses reflected student interests and created a student-centered learning experience.

In sixth grade, students explore eight curricula and varied careers through related arts classes. Activities like “Shark Tank” challenges introduce financial literacy and entrepreneurship in a fun, hands-on manner. By the end of sixth grade, students identify their top five courses for deeper consideration in seventh grade.

In seventh grade, students begin narrowing their focus. Teachers help students build confidence and refine their technical and artistic skills. Opportunities to earn certifications, such as CPR, provide tangible links to career aspirations. At the end of the year, students select their top choices for eighth-grade capstone courses.

In eighth grade, teachers emphasize self-determination for student learning. Students undertake two semester-long capstone courses designed to showcase mastery of career-related competencies and explore how these skills apply across disciplines and real-world settings. Eighth graders mentor seventh graders, sharing insights and experiences to guide their capstone course selections.

Continuous improvement is central to the program’s success. Teachers use surveys, focus groups, and course data to evaluate effectiveness and identify areas for refinement. End-of-course feedback offers insights into students’ skill development and learning experiences that enable educators to adjust lessons and materials for future cohorts.

Recommendations

Preparing students to transition from elementary to middle school, and then middle to high school, is a difficult and ever-evolving challenge. Case studies, innovative programs, and refinements in teaching practices require deliberate planning, communication, and collaboration among school leaders, teachers, students, and families. The recommendations provided address academic preparation, student concerns, family and student involvement, social/emotional considerations, and administrative strategies. Recommendations cover communication, student metrics, social development, professional development, and school structure.

Communication. Successful student transitions require an emphasis on communication between schools (elementary, middle, and high), administrators, teachers, families, and students. Administrative strategies for transitions include district-level training on adolescent development, identifying at-risk students, involving families before and after the transition process, and providing consistent messaging on expectations across classrooms and schools. Collaboration between faculties—from elementary to middle and from middle to high school—is essential to align curriculum and expectations while ensuring consistent messaging about the similarities and differences at each level. Recognizing families as vital partners in student success enables teachers to maintain open communication through initiatives such as monthly parent nights, where families can receive updates, ask questions, and engage in the transition process.

Student Metrics. State boards of education should encourage identification of at-risk students as early as sixth grade through the monitoring of key indicators such as math and English proficiency and chronic absenteeism. States should encourage or mandate middle school career planning frameworks that align with high school pathways and postsecondary opportunities. State boards can promote structured programs such as summer bridge initiatives and mentoring to strengthen the transition between middle and high school. To assess the effectiveness of these transitions, school leaders should require districts to track and report ninth-grade success metrics, including course completion rates, attendance, and GPA. Teachers can be supported through revisions to math standards and professional development to better prepare students for Algebra I by eighth grade.

Social Development. School leaders should highlight the positive aspects of the new school environment. Addressing myths and truths about middle or high school can help alleviate anxieties and prepare families for change. Students develop skills and hobbies through extracurricular activities such as elective classes, band, choir, career tech programs, and clubs that help students connect socially and pursue interests that can bridge into high school.

Professional Development. State leaders support student success when they invest in professional development for educators, equipping them to integrate career awareness and project-based learning into the curriculum. Strengthening middle-grade teacher certification requirements and funding professional learning communities can further enhance instructional outcomes.

School Structure. Introducing middle school structures in fifth grade, such as changing classes and exposure to multiple teachers, can better prepare students for the transition. Schools may consider strategic placement of classrooms to reduce travel time and difficulty between classes. Middle schools should also integrate career exploration and individualized learning plans into their curriculum, which ensures students are prepared for their future academic and career pathways. States can develop statewide literacy initiatives that emphasize reading and writing across subjects, helping students build strong communication skills for high school and beyond.

To maintain engagement and alignment, schools must foster cultures that prioritize student learning, provide career and college planning, and offer meaningful, engaging activities that prepare students for high school. The transition from middle to high school is particularly critical, as poorly managed transitions can lead to increased ninth grade failure rates.

[1] Gene Bottoms, “A New Mission for the Middle Grades: Preparing Students for a Changing World,” report (Southern Regional Education Board, 2011).

[2] Bottoms, “A New Mission for the Middle Grades.”

[3] Southern Regional Education Board, “Pushing Ahead with Purpose: Regional State Progress Report” (2024).

[4] Larry Parker Haynes and D. Keith Gurley, “Supporting Middle School Student Transition to High School: Best Practices from Middle School Principals,” Alabama Journal of Educational Leadership 9 (September 2022): 41–64.

[5] Keith M. McGee Sr., “School Transition from Elementary to Middle School: Perceptions from Economically Disadvantaged Students,” doctoral dissertation (Arkansas Tech University, 2017).

[6] Leah M. Lessard and Jaana Juvonen, “The Academic Benefits of Maintaining Friendships across the Transition to High School,” Journal of School Psychology 92 (2022): 136–47, https://doi.org/10.1016/j.jsp.2022.03.005.

[7] Southern Regional Education Board, “School Improvement Process,” web page.

[8] Mississippi Department of Education, “Mississippi Middle School Transition Toolkit.”

[9] Louisiana Department of Education, “Pupil Progression Plan Guidance” (2022–23).

[10] Louisiana Department of Education, “Transitional 9th Grade Promotion Policy Guidance” (2024–25).

[11] Delaware Department of Education, “Rethinking Middle Grades: Preparing Students for Success,” case study, N.d.