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Hispanic Journal of Behavioral Sciences2014, Vol. 36(1) 79 –94 © The Author(s) 2013 Reprints and permissions:

sagepub.com/journalsPermissions.nav DOI: 10.1177/0739986313513718 hjb.sagepub.com Article The Transition From Middle School to High School as a Developmental Process Among Latino Youth Yolanda Vasquez-Salgado 1,2 and Gabriela Chavira 1 Abstract The transition from middle school to high school is an important developmental period to investigate because of the negative impact it ha\ s on youths’ academics. The purpose of this study was to investigate La\ tino youths’ academic achievement prior to, during, and after the transiti\ on to high school, and gender differences in youths’ achievement over ti\ me.

School transcripts were obtained for 92 youth. Three latent growth curve\ models were tested. Youth were stable in achievement throughout middle school, declined in grades during the transition, yet remained stable in\ high school. Youth with higher achievement in fall of eighth grade declined in the transition at a faster rate than youth who held lower achievement. Girls\ held higher levels of achievement across each stage in development; boys\ and girls differed in high school trajectories. Policy makers interested\ in fostering a successful transition should create programs for both high- \ and low-achieving Latino youth.

Keywords academic achievement, middle school, high school, transition to high sch\ ool, gender 1California State University, Northridge, USA2University of California, Los Angles, USA Corresponding Author:

Yolanda Vasquez-Salgado, MA, Department of Psychology, University of Cal\ ifornia, Los Angeles, Box 951563, Los Angeles, CA 90095-1563, USA.

Email: [email protected] 513718 HJB XX X 10.1177/0739986313513718Hispanic Journal of Behavioral SciencesVasquez-Salgado and ChaviraVasquez-Salgado and Chavira research-article 2013 80 Hispanic Journal of Behavioral Sciences 36(1) The transition from middle school to high school is a very important dev\ el- opmental period to investigate because of the negative impact it has on youths’ academics. A multitude of studies have found that youths’ grades decline from eighth grade to ninth grade (Benner & Graham, 2009; Isakso\ n & Jarvis, 1999; Reyes, Gillock, & Kobus, 1994; Roderick, 2003; Roeser, Eccles, & Freedman-Doan, 1999; Seidman, Aber, Allen, & French, 1996).

This pattern may be attributed to changes that are embedded with the adoles- cent stage of development, a change from one school to another, or simply, the characteristics of high school or demands it sets forth (Weiss & Bearman, 2007). Although several studies are available on this transition period (Benne\ r, 2011), very few have examined this period with Latino samples (Benner & Graham, 2009; Reyes et al., 1994). In fact, the studies with Latino sam\ ples have included other ethnic groups in their analyses. The U.S. Latino population is the largest and fastest growing ethnic minor - ity group in the United States (United States Census Bureau, 2011) and by 2020, Latinos will account for 19% of the U.S. labor workforce (United \ States Department of Labor, 2012). However, Latinos lag behind other groups in education attainment such that they are less likely to graduate from \ high school and college (Sólorzano, Villalpando, & Oseguera, 2005). Given this reality, it is vital to examine factors contributing to the academic success of\ this ethnic group. A failure to do so may result in dire consequences for our nation’s future workforce and economy. Therefore, the current study exam- ined the transition from middle school to high school with a sample that\ con- sisted of solely Latino youth.

The Transition to High School as a Developmental Process The conceptual framework that guided this study was the examination of t\ he transition to high school as a developmental process that unfolds over t\ ime (Benner, 2011). The majority of studies on the transition to high school have been short-term longitudinal inquiries that focus on eighth- and ninth-g\ rade outcomes (e.g., Isakson & Jarvis, 1999; Reyes et al., 1994) and only o\ ne study has examined the transition as a developmental process (Benner & Graham\ , 2009). In their longitudinal study, Benner and Graham found that youths’ grades were stable across middle school, declined on transitioning into \ high school and continued to decline after the transition. It is worth noting\ however, that other research that has focused on youths’ trajectory throughout middle school noted a decrease in grades rather than stability in grades in mid\ dle Vasquez-Salgado and Chavira 81 school (Juvonen, Wang, & Espinoza, 2011; McGill, Hughes, Alicea, & Way, 2012). Also, another study that examined the early years of high school dis- covered that several possible academic trajectories can occur throughout\ high school (e.g., stable grades, decline, inconsistency; Ding, 2008). Nonetheless, the conceptual framework suggests that studies only exam- ining change in academic achievement from eighth to ninth grade, (e.g.,\ Reyes et al., 1994) lack knowledge about youths’ academic trajectories prior to the transition. It is unclear as to whether youth in such studies wer\ e already declining academically throughout middle school and continued to decline\ across the transition into high school, or whether they performed well throughout middle school, only to experience a disruption in their acade\ mic achievement on transitioning into high school (Benner, 2011). Such studies also lack information about the influence that the transition has on you\ ths’ subsequent trajectory across high school. For example, after experiencin\ g declines in academic achievement, youth may have bounced back from the disruption or continued to exhibit declines in academic achievement (Benner, 2011). Given the potential significance of the transition as a development\ al process that unfolds over time, the present study examined the transitio\ n to high school, as well as years prior to and after the transition.

Statistical Techniques in Transition to High School Research Earlier transition studies have primarily utilized paired samples t tests to examine whether there was a significant difference between youths’ grades from eighth to ninth grade (e.g., Reyes et al., 1994; Roeser et al., 19\ 99). More recently (Benner & Graham, 2009), research has utilized sophisticated \ statis- tical methods—piecewise latent growth curve modeling. The statistical tech- nique allowed Benner and Graham (2009) to examine the trajectory of yo\ uths’ grades during middle school and high school; an analysis was conducted t\ o examine whether the difference between grades in spring of eighth grade and fall of ninth grade was significantly different from zero. Although these anal- yses provided fruitful information about the transition and inspired the\ current study, conducting three separate models—one for each stage of development (middle school, transition, high school)—might provide mean- ingful information that is not currently available in the literature. Three sepa- rate models would allow us to become knowledgeable of the average change\ (e.g., average decrease in grades) taking place in each stage of devel\ opment and more importantly, a separate model for the transition (i.e., fall and spring of Grades 8 and 9) would allow us to understand whether high or low 82 Hispanic Journal of Behavioral Sciences 36(1) achievement at the start of eighth grade is related to a particular traj\ ectory across the transition (e.g., faster increase or decrease in grades). The current study intends to conduct three separate latent growth curve models in or\ der to examine whether initial academic achievement is related to youths’ academic trajectories over time.

Gender Differences in Academic Achievement Among Latino Youth It is well documented that among Latino youth, girls outperform boys in aca- demics (Colón & Sánchez, 2010; Henry, Merten, Plunkett, & Sands, 2008; Sánchez, Colón, & Esparza, 2005; Suárez-Orozco & Qin-Hilliard, 2004).

However, very few studies have examined these gender differences longitu- dinally (Suárez-Orozco & Qin-Hilliard, 2004). Researchers have attempted to explain this “gender gap” (Suáre\ z-Orozco, Bang, & Onaga, 2010) in academic achievement. One explanation may be that ethnic minority boys have lower educational aspirations (Kao & Tienda, 1998). Another might be a difference in teacher expectations for boys and girls (Suárez-Orozco & Qin-Hilliard, 2004). In addition, the cultural values and norms that immigrant families hold for boys and girls may also help expl\ ain the “gender gap” in achievement. Immigrant parents place more rest\ rictions on girls than boys and these restrictions may lead girls to treasure the\ ir time at school and hence be more academically engaged (Suárez-Orozco & Suá\ rez- Orozco, 2001). While overall gender differences in performance are well doc- umented in the literature, it is unclear whether or not the “gender g\ ap” remains stable throughout students’ academic trajectory, or if this gap widens or nar - rows throughout middle and high school and during periods of transition. The current study will examine whether there are gender differences in Latino youths’ academic achievement across different development periods.

Research Questions and Hypotheses Three research questions guided this study: (1) What academic achievement trajectories do Latino youth exhibit across middle school, high school, \ and the transition from middle school to high school? (2) Does initial aca\ demic achievement relate to youths’ academic trajectory in middle school, high school, and the transition? (3) Are there gender differences in Latino youths’ academic achievement over time? In regard to the first research question, given that studies have noted \ a stable academic trajectory (Benner & Graham, 2009) or a decline in gra\ des Vasquez-Salgado and Chavira 83 throughout middle school (Juvonen et al., 2011; McGill et al., 2012), we hypothesized that Latino youths’ academic trajectory would follow a similar pattern (i.e., either a decline or a stable trajectory) throughout mid\ dle school.

To examine this, a linear trend was tested. In addition, given the large body of research that suggests there is a decline in grades on transitioning to high school (Benner & Graham, 2009; Isaks\ on & Jarvis, 1999; Reyes et al., 1994; Roderick, 2003; Roeser et al., 1999;\ Seidman et al., 1996), it was hypothesized that Latino youth would decl\ ine in academic achievement on transitioning into high school. Therefore, a linear trend was tested in an attempt to verify the decline in youths’ grades during the transition to high school. Finally, studies on youths’ academic trajectory throughout the early years of high school have found that there is a decline in grades (Benner & G\ raham, 2009; Ding, 2008), as well as other patterns (e.g., stable, inconsistent; Ding, 2008). Consequently, we refrained from making a hypothesis on this devel- opmental stage because of the variation in previous results. Similar to the aforementioned developmental periods, a linear trend was tested. In regard to the second question, given the limited statistical methods \ uti- lized in previous studies, the current study will explore whether youths\ ’ ini- tial academic achievement influences their academic trajectory (i.e., rate of change) across each developmental period. In reference to the third research question, a large body of research sug- gests that Latina girls outperform boys in academics (Colón & Sán\ chez, 2010; Henry et al., 2008; Sánchez et al., 2005; Suárez-Orozco & Qi\ n-Hilliard, 2004). Therefore, the current study hypothesized that Latina girls will outper - form boys throughout middle school, during the transition to high school\ , and in high school. However, the current study explores whether this gender dif- ference in academic achievement implies differential developmental trajecto- ries across each stage in development.

Method Participants Participants in this study consisted of 92 Latino youth who were a subset of a larger sample of 354 youth that took part in a larger project of a community charter high school located in Los Angeles County. The high school was pre- dominantly Latino (71%) and had an Academic Performance Index statewide ranking score of 3, whereby a 1 is considered low and 10 is high. The sample was restricted to students who self-identified as being of Latin American descent (297 of 354), were enrolled in their second year in h\ igh 84 Hispanic Journal of Behavioral Sciences 36(1) school (123 of 297), and had available middle school transcripts (97 \ of 123).

Given the relationship between neighborhood quality and academic achieve- ment (Leventhal & Brooks-Gunn, 2000; Plunkett, Abarca-Mortensen, Behnke, & Sands, 2007), the sample was restricted to students who lived\ in a neighborhood that was within a normative range of the average neighbor - hood quality of the sample (92 of 97). Neighborhood quality consisted \ of 4 indicators (gathered from the 2010 U.S. census database): percentage o\ f adults with at least a high school diploma, percentage of people who spe\ ak English well, percentage of adults (ages 20 to 64) employed, and perce\ ntage of property owners. Scores for each indicator were standardized and summ\ ed into one composite score. Three cases that did not provide home addresses were removed and 2 cases that were three standard deviations above or be\ low the mean were removed. The sample was gender balanced (55% were boys). The mean age of the youth was 15.51 years (SD = .72). In contrast to their parents, of whom 14% of mothers and 12% of fathers were U.S. born, 88% of the youth reported bei\ ng born in the United States. The average level of education for mothers and fathers was 10.65 (SD = 3.41) and 10.32 (SD = 3.35) years, respectively.

Measures Academic achievement. Similar to Benner and Graham (2009), academic achievement was operationally defined as youths’ overall (i.e., all \ courses) grade point averages (GPAs) over time. GPAs were calculated for the fa\ ll and spring semesters of Grades 7, 8, 9, and 10, resulting in eight separate \ GPAs.

The grades earned for each course were coded on a 4-point scale (A = 4 to F = 0). The grade codes for a given semester were then averaged, resulting in a GPA for each semester. Advanced Placement courses were based on a dif- ferent scale, (A = 5 to F = 0). Calculations were based on official middle and high school transcripts.

Procedure University Institutional Review Board, as well as school officials at the high school, approved all procedures of the study. During recruitment, a team of researchers visited 9th- and 10th-grade classrooms. Potential participan\ ts were told that the study aimed at understanding factors that contribute to th\ e aca- demic and psychological functioning of Latino youth. All youth, regardless of ethnic background or age, were invited to join the study. Youth who were inter - ested in participating were handed a participant packet (included a sur\ vey, parental consent, and adolescent assent forms). A few days later, the same team Vasquez-Salgado and Chavira 85 of researchers returned to the high school to collect the surveys at a c\ entral location. Participants who submitted complete packets were given $10 for\ their participation. For the current study, only school records and demographic information obtained from 10th-grade participants were utilized.

Design and Analysis Three separate stages of development were examined (middle school, transi- tion to high school, and high school). Middle school trajectories were \ based on fall and spring GPAs during Grades 7 and 8. Trajectories during the transi- tion to high school were based on fall and spring GPAs during Grades 8 and 9. High school consisted of fall and spring GPAs during Grades 9 and 10.

Although GPAs from several time points were included in our analyses, direct contact with youth did not occur until their second year of high \ school. Latent growth curve modeling using EQS 6.1 for Windows (Bentler, 2004) was performed. Three separate models (one for each stage of develop- ment) were tested (Figure 1). For each model, the first semester GPA served as the intercept (starting point of the growth model) and the slope (\ trajec- tory) was tested as linear. The value and significance of the slope allowed us to test whether there was a significant increase or decrease in youths’\ aca- demic trajectories over time. The relationship between the intercept and slope allowed us to assess whether initial GPA was related to youths’ aca- demic trajectories. Data analytic techniques occurred in two major steps (Kline, 2011). In the first step, latent growth curve models were tested by only examining var\ i- ances, covariances, and averages of the intercept and slope. This was to ascertain that there was enough variability in both the intercepts and s\ lopes.

If the models did fit, this suggested that there was enough variability \ in the intercept and slope, and therefore, it was appropriate to proceed with t\ he second step (i.e., inclusion of predictors). The inclusion of predictors tested whether variability in the intercept and slope could be explained by gen\ der.

This allowed us to test whether there were gender differences in initial GPA and in youths’ academic trajectories. The model fit was evaluated using chi-square (χ 2), comparative fit index (CFI), and root mean square error approximation (RMSEA). The model is a “good” fit if the χ 2 is not significant or near non-significance, the CFI is greater than or equal to .95, and RMSEA is less than or equal to .05 (Byrne, 2006). The model is of “moderate” fit when at least two of these are met.\ Wald tests were utilized to help denote whether removing theoretically re\ le- vant paths would aid the fit of the models. All statistical assumptions for latent growth curve modeling were met. 86 Hispanic Journal of Behavioral Sciences 36(1) Means, standard deviations, and zero-order correlations for all variable\ s of interest are presented in Table 1. Moreover, all models fit the data well (Table 2). The Wald test was only utilized to remove the path of gender pre- dicting the slope in the middle school model.

Results Figure 2 graphically presents the trajectories of academic achievement f\ or all three developmental periods, for the sample as a whole and for each gender separately. Intercept Slop e AA Fall 7 th Fall 8 th Fall 9 th AA Fall 8 th Fall 9 th Fall 10 th AA Spring 7 th Spring 8 th Spring 9 th AA Spring 8 th Spring 9 th Spring 10 th E1 E2E3 E4 Gender D1 D2 0 1 1 1 1 12 E5 3 Figure 1.

Hypothesized latent growth curve models.Note. Blue, black, and red font colors represent results for the middle scho\ ol, transition to high school, and high school models, respectively. Vasquez-Salgado and Chavira 87 Table 1. Mean, Standard Deviations, and Zero-Order Correlations for Variables of Interest in all Models.

Variable 12 3 456 78 9 1. AA: Fall 7th 1 2. AA: Spring 7th .74***1 3. AA: Fall 8th .55***.66*** 1 4. AA: Spring 8th .59***.65*** .78*** 1 5. AA: Fall 9th .59***.63*** .61***.66*** 1 6. AA: Spring 9th .54***.55*** .48***.61***.84*** 1 7. AA: Fall 10th .52***.58*** .52***.65***.70*** .75*** 1 8. AA: Spring 10th .39***.46*** .46***.57***.64*** .74***.82***1 9. Gender .15.11 .31**.26**.21* .16.07.011 M 2.152.20 2.242.311.88 1.821.881.880.45 SD 0.840.85 0.830.881.05 1.020.971.020.50 Note. AA = academic achievement.

*p< .05. **p< .01. ***p< .001.

Latent Growth Curve Models of Academic Achievement Middle school. The middle school model examined Latino youths’ academic trajectory throughout middle school, as well as whether genders differed\ in their achievement at fall of Grade 7 and their trajectory over time. The\ model also examined whether youths’ achievement in fall of Grade 7 was rela\ ted to their trajectory throughout middle school. As expected, youth held a rela- tively stable academic trajectory throughout middle school (b = .05, ns).

There was also a significant difference between girls’ and boys’ a\ cademic achievement (b = .34, p< .01), indicating that girls’ grades in the fall of sev- enth grade were .34 points higher than those of boys. However, boys and girls did not differ on trajectories. Grades in fall of Grade 7 were unrelated\ to youths’ trajectory in middle school.

Table 2. Summary of Fit Indices for Each Model. χ2 (df) p value CFIRMSEA Middle school 13.75 (8).090.97 .12 Transition 20.39 (7).001.00 .00 High school 3.24 (7).861.00 .00 Note. Degrees of freedom differ in the middle school model, because the pathw\ ay from gender as a predictor of the slope was removed in order to acquire fit. \ CFI = comparative fit index; RMSEA = root mean square error approximation. 88 Hispanic Journal of Behavioral Sciences 36(1) The transition from middle school to high school. The transition model examined Latino youths’ academic trajectory throughout the transition from middle school to high school, as well as whether genders differed in their achieve- ment at fall of Grade 8 and their trajectory over time. The model also exam- ined whether youths’ achievement at fall of Grade 8 was related to their trajectory throughout the transition. As expected, youth declined in grades during the transition to high school (b = −.11, p< .01). Youth declined in grades on an average .11 points each semester of the transition period. In addition, youth who started off with higher levels of academic achievement in the fall of eighth grade declined in achievement at a faster rate tha\ n youth who started off at lower achievement levels (b = −.09, p< .001). Also as expected, girls made higher grades than boys (b = .51, p< .001), with girls achieving .51 more points in fall of eighth grade than that o\ f boys.

However, boys and girls did not differ on trajectories (b = −.06, ns).

High school. The high school model examined Latino youths’ academic tra- jectory throughout high school, as well as whether genders differed in achievement at fall of Grade 9 and in their trajectory over time. The model also examined whether youths’ achievement at fall of Grade 9 was related to their trajectory throughout high school. Youth held relatively stable grades during high school (M = .06, ns). Also, youth who started off with higher Fall 7th Spring 7th Fall 8th Spring 8th Fall 9thSpring 9th Fall 10th Spring 10th 1 1.5 2 2.5 3 Total Male Female Academic Achievement Transition to High School Figure 2.

The transition to high school as a developmental process among Latino youth. Vasquez-Salgado and Chavira 89 achievement levels in fall of ninth grade increased in grades at a slowe\ r rate throughout high school (b = −.09, p< .01). As expected, girls achieved higher grades than boys (b = .45, p< .05), with girls’ GPA .45 of a point higher than boys’ in fall of Grade 8. Moreover, boys and girls differed on trajectories (b = −.14, p< .01.). A visual examination (see Figure 2) showed that girls’ grades declined, while boys’ grades increased and at spring of Grade 10, girls and boys grades converged.

Discussion The current study found that youth with higher grades at the fall of eig\ hth grade declined in the transition to high school at a faster rate than youth who held lower grades. This adds a new insight into transition research. It sug- gests that while both groups decline in achievement, youth who start off with higher achievement decline at a faster rate and youth who start off with lower achievement decline at a slower rate. This study also found that youth with higher achievement levels at fall of ninth grade increased in grades at \ a slower rate than other youth throughout high school. Overall, both results indi\ cate a disadvantage for youth with high achievement levels throughout high scho\ ol and the transition into high school. As expected, results indicated that youth held stable academic trajectories throughout middle school. The results of this study support previous research with diverse urban samples that have found youths’ grades to be stable throughout middle school (Benner & Graham, 2009) but do not support ot\ her studies with ethnically diverse youth, which suggest there is a decline \ in grades throughout middle school (Juvonen et al., 2011; McGill et al., 2012). As expected, youths’ grades declined in the transition from middle school to high school. This is parallel with previous research, which suggest that youth experience declines in grades on transitioning into high school (\ Benner & Graham, 2009; Isakson & Jarvis, 1999; Reyes et al., 1994; Roderick, 20\ 03; Roeser et al., 1999; Seidman et al., 1996). Given that few studies have longitudinally examined academic achieve- ment across high school, this study adds to the literature on this devel\ opmen- tal stage. Results indicated that youth remained relatively stable in achievement throughout high school. This trajectory complements Ding’s (2008) research, which suggests that a stable trajectory is one type o\ f trajec- tory that youth may exhibit across the first 2 years of high school. As, expected, girls outperformed boys across each stage in development. \ That is, girls held higher grades throughout middle school, during the t\ ransi- tion to high school, and in high school. This is analogous with previous research that suggests Latina girls outperform boys in academics (Coló\ n & 90 Hispanic Journal of Behavioral Sciences 36(1) Sánchez, 2010; Henry et al., 2008; Sánchez et al., 2005; Suárez-Orozco & Qin-Hilliard, 2004). Our results support the notion that there is a “\ gender gap” (Suárez-Orozco et al., 2010) in academic achievement. Boys and girls differed in their trajectories throughout high school, with girls exhibiting declines in grades and boys exhibiting increases in gra\ des.

However, at the end of 10th grade, their grades converged. This finding was surprising, giving our previous knowledge that girls outperform boys in \ aca- demic achievement (Eccles, 2001; Suárez-Orozco & Qin-Hilliard, 2004). It might be possible that Latina girls and boys have differential experiences throughout high school, which may have an impact on their academic trajec- tories. Girls and boys did not differ in trajectories in middle school or in the transition to high school. In conclusion, when conceptualizing the transition to high school as a developmental process that unfolds over time, we found that Latino youth\ s’ grades were stable throughout middle school, declined on transitioning into high school, and remained stable throughout high school. Youth with higher achievement levels in 8th grade declined at a faster rate in the transit\ ion to high school. Across each stage in development, girls held higher grades.

However, girls and boys differed in trajectories in high school, with boys increasing and girls decreasing in grades and eventually both converged at the end of 10th grade.

Limitations, Future Research, Implications One limitation of this study was that participants were recruited at 10t\ h grade rather than earlier in their education. It would have been more favorabl\ e to conduct analyses with youth who were recruited in middle school or in 9th grade so that alternate explanations could be ruled out. For example, na\ tional statistics (Stillwell, 2010) and research (Neild, Stoner-Eby, & Furstenberg, 2008) suggest that boys are more likely than girls to drop out of high \ school.

Also, among their ethnic counterparts, Latinos hold one of the largest high school dropout rates (U.S. Department of Education, National Center for\ Education Statistics, 2012). It may be that the Latino boys in this stu\ dy were the “survivors” that did not drop out. This may explain why the boys in this study were slightly increasing in achievement during high school, wherea\ s girls were declining in achievement. Therefore, it is imperative that future studies recruit Latino youth in middle school or immediately on their tr\ ansi- tion to high school. Another limitation was the use of all courses instead of the core subjec\ t courses of math, science, English arts, and social studies to calculate \ GPA.

For example, if we would have restricted the calculation of GPA to the Vasquez-Salgado and Chavira 91 core subject courses, a different trajectory might have emerged between boys and girls in our study. We intend to explore this option in subsequent research. A final limitation was the use of three models instead of one. One model \ would have provided an overall picture of Latino youths’ academic trajec- tory. However, we believe three models were useful because we were able to model the transition to high school separately. A separate model of the transi- tion provided us with new information not yet available in the transitio\ n lit- erature—the impact that achievement in fall of eighth grade had on yo\ uths’ trajectory from eighth to ninth grade. Several implications can be gathered from this study. First, given that the most change in Latino youths’ academic achievement occurs during the tran- sition to high school, policy makers and researchers should focus on thi\ s transition period. Second, educators, academic counselors, and policy ma\ kers who are interested in reducing the negative impact that the transition t\ o high school has on Latino youth can devise programs not only for youth who ar\ e performing poorly in the eighth grade but also for youth who are performing well. This is because the transition to high school negatively impacts most youth, but youth who display high levels of academic achievement in fall of eighth grade are more likely to decline in achievement at a faster rate.\ Lastly, researchers and educators interested in academic achievement among Latin\ o youth subsequent to the transition to high school should be aware of the\ pos- sible diversity in trajectories across gender. Transition to high school pro- grams should be developed in a way that attends to the diverse needs of both girls and boys.

Declaration of Conflicting Interests The authors declared no potential conflicts of interest with respect to \ the research, authorship, and/or publication of this article.

Funding The authors disclosed receipt of the following financial support for the\ research, authorship, and/or publication of this article: This research was funded\ by the National Center on Minority Health and Health Disparities (NCMHD)—Research I\ nfrastructure in Minority Institutions (RIMI) Grant #1P2OMD003938-01.

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Author.

Weiss, C. C., & Bearman, P. S. (2007). Fresh starts: Reinvestigating t\ he effects of the transition to high school on student outcomes. American Journal of Education, 113(3), 395-421. doi:10.1086/512738 94 Hispanic Journal of Behavioral Sciences 36(1) Author Biographies Yolanda Vasquez-Salgado is currently a graduate student in the developmental psy- chology PhD program at the University of California, Los Angeles. She re\ ceived her master’s degree in general-experimental psychology at California State University, Northridge. Her current program of research focuses on the impact of cul\ tural value conflicts on Latino/a college students’ academic achievement and well\ -being.

Gabriela Chavira is an associate professor of psychology at California State University, Northridge. She received her PhD in developmental psychology\ at the University of California, Santa Cruz. Her research focuses on the factor\ s that contrib- ute to the academic success and psychological well-being of immigrant an\ d Latino/a adolescents. She is particularly interested in the role of families, sch\ ools, and stu- dents’ own agency in their pathways to successful adulthood.