Variations in academic performance trajectories during high school transition: exploring change profiles via multidimensional scaling growth profile analysis

摘要

This study examines the baseline change profiles of academic performance (math and English) trajectories during the high school transition for the students who went from middle school to high school. Using multidimensional scaling growth profile analysis, we identified a no-change group plus 4 other groups with different change profile types: 1 with a dramatic change from Grades 8 to 9, one with a change from Grades 9 to 10, and 2 unstable groups. We further found that ethnicity, but not gender, distinguished 2 types of change profiles. These findings help to better understand the baseline change patterns of academic performance during the high school transition and provide a reference pattern for evaluating the effectiveness of any transition programs aimed at helping students with the future transition adjustment.