Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 2011 High School Transfer Student Transitions and Changes: Risk, Success, Failure, and the Vital Role of the Counseling Curriculum Benjamin M Grais Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Student Counseling and Personnel Services Commons Recommended Citation Grais, Benjamin M., "High School Transfer Student Transitions and Changes: Risk, Success, Failure, and the Vital Role of the Counseling Curriculum" (2011) Dissertations 66 https://ecommons.luc.edu/luc_diss/66 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons For more information, please contact ecommons@luc.edu This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License Copyright © 2011 Benjamin M Grais LOYOLA UNIVERSITY CHICAGO HIGH SCHOOL TRANSFER STUDENT TRANSITIONS AND CHANGES: RISK, SUCCESS, FAILURE, AND THE VITAL ROLE OF THE COUNSELING CURRICULUM A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF EDUCATION IN CANDIDACY FOR THE DEGREE OF DOCTOR OF EDUCATION PROGRAM IN CURRICULUM AND INSTRUCTION BY BENJAMIN M GRAIS CHICAGO, ILLINOIS MAY 2011 Copyright by Benjamin M Grais, 2011 All rights reserved ACKNOWLEDGEMENTS A very special thank you, with profound appreciation to my advisor, Dr Ruanda Garth McCullough; my dissertation committee including Dr Barney Berlin and Dr Leanne Kallemeyn, and all of my professors at Loyola University In addition, Dr Garth McCullough, you are a wonderful educator and inspiring mentor Your guidance, wisdom, support, care and follow-through allowed me to complete this dissertation with an unwavering standard of excellence that is expected at Loyola University I could not have done this without you Like the frog on top of a fence post, one does not get up there alone Dr Paula Miller provided guidance in selecting this very important topic Dr Miller, thank you for being a magnificent role model My many colleagues in the counseling department at my high school, Dr Jason Ness, and the school administrators provided needed support, helpful suggestions and thought-provoking dialogue while always inspiring me to keep moving forward I hope the results from this study will facilitate their work with our diverse transfer student population My respect and deep appreciation goes to Sharon Swanson, comma-adding English teacher, for her awesome proofreading ability And I wish to thank the ten students who participated for their willingness to take the time to so I believe their voices will echo in the lives of future transfer students William Butler Yeats said, “Education is not filling a pail but the lighting of a fire.” I don’t know exactly when that fire appeared for me but realize my teachers at high iii school, at the University of Wisconsin in Madison and at Loyola University held the matches To all of them I say thank you! Finally, a special thanks to Joanne Cunningham for her incredible patience while helping me to achieve to the best of my ability One doesn’t realize how difficult it is to work on a dissertation with the Blackhawk’s on a run to the Stanley Cup iv DEDICATION I dedicate this dissertation to my amazing family, specifically my wife, kids, parents, sisters, grandfather, mother and father-in-law, and brother-in-law Without your unconditional love, never-ending support and constant encouragement, this dream would not have become a reality Charna, Shayna, Gabriel, and Mischka you are my inspiration and I love you Last but not least, who loves you Dad? Thank you, Mom and Dad Thank you for always supporting me, never giving up on me, and being there no matter how difficult the situation I am forever grateful for the parents that I have TABLE OF CONTENTS ACKNOWLEDGEMENTS iii LIST OF TABLES x LIST OF FIGURES xi ABSTRACT xii CHAPTER I: INTRODUCTION TO THE STUDY Overview Introduction Research Questions Transfer Data Transfer Student Academics Behavioral and Social Impact School Impact Supports and Interventions Program Description Transfer Orientation: Prior to First Day of School Transfer Group: After the First Day of School Transfer Group Curriculum School Improvement Committee Supervision and Innovations Student Services Tutoring Center and Additional Resources Significance 1 4 10 13 14 14 15 17 17 18 19 CHAPTER II: LITERATURE REVIEW Overview Common Transfer Concerns Theoretical Framework Reasons for Student Mobility Impact of Mobility on Students, Family and School Academic Number of Transfers Impact of Transfer Students on Classroom Dynamics Behavioral and Social Role of the School and Counselor Hierarchy of Needs for Transfer Students Supports and Interventions Counselors’ Perspective Summary and Discussion 21 21 22 23 24 31 32 33 39 42 52 53 57 66 67 vi CHAPTER III: METHODOLOGY Research Overview Research Design Data Source Sample Setting Student Population Transfer Students Sample Selection Criteria Research Procedures Data Collection Procedures Overview and Interview Questions Data Analysis Procedures Limitations of the Study 69 69 70 70 72 74 74 75 79 82 84 85 87 88 CHAPTER IV: STUDENT NARRATIVES Overview African American from Suburban Public Schools: Jane and Andrew Student: Jane Demographics Supports Transfer experience Student: Andrew Demographics Supports Transfer experience Asian/Pacific Islander from a School Outside the United States: April and Ajay Student: April Demographics Supports Transfer experience Student: Ajay Demographics Supports Transfer experience White Non-Hispanic European from a School Outside the United States: Renee and Marty Student: Renee Demographics Supports Transfer experience Student: Marty Demographics Supports vii 91 91 91 91 91 95 95 97 97 100 100 101 101 101 104 106 107 107 109 109 110 110 110 112 114 116 116 119 Transfer experience Hispanic from Chicago Public School: Jessica and Cisco Student: Jessica Demographics Supports Transfer experience Student: Cisco Demographics Supports Transfer experience White Non-Hispanic from Chicago Public School or Other In-state Schools: Ivy and Peter Student: Ivy Demographics Supports Transfer experience Student: Peter Demographics Supports Transfer experience CHAPTER V: RESULTS What Perceptions Do Transfer Students Have About Their Transition to a New School? Social and Emotional Impact Confusion Academic Impact Social, Academic or Both as Priorities Summary Regarding Question What Do Transfer Students Perceive as Reasons for Their Mobility? Reasons for Move and Associated Challenges Did the Reasons for Mobility Have a Favorable or Unfavorable Impact on Their Academic and Social Experiences? Reasons for Mobility and Impact of the Student’s Subsequent Experiences What Were the School Resources That Specifically Helped Transfer Students Succeed? Early Key Resources Mentioned by the Students Significance of an Orientation Program Significance of Transfer Group Social Supports for Transfer Students Other Supports Do Students From Differing Backgrounds (Geographic, Cultural, Ethnic, Socioeconomic (SES), Family or Divergent Prior School Settings) Have Resultant Academic and Social Needs That Require viii 119 120 120 120 123 124 125 125 126 127 128 128 128 132 133 134 134 137 138 140 141 143 146 147 151 152 153 157 158 159 168 170 172 173 176 178 Variant Approaches to Support? Significance of ELL Program ELL Student Supports at RVHS 182 184 186 CHAPTER VI: DISCUSSION, SUMMARY AND CONCLUSIONS Introduction Overview Social and Emotional Impact of Moving Review of Transfer Student Supports and Resources Transfer Student Curriculum ELL Program Discussion Connections or Supports Theoretical and Practical Implications Practical Recommendations Maslow’s Hierarchy of Needs Conclusions Limitations of the Study Significance Recommendations for Future Work 191 191 192 195 196 197 199 199 200 201 202 203 204 206 208 209 APPENDIX A: CONSENT TO PARTICIPATE IN RESEARCH 210 APPENDIX B: STUDENT CONSENT TO PARTICIPATE IN RESEARCH 214 APPENDIX C: STUDENT ASSENT TO PARTICIPATE IN RESEARCH 218 APPENDIX D: OVERVIEW AND INTERVIEW QUESTIONS 222 REFERENCES 228 VITA 232 ix 219 STUDENT ASSENT TO PARTICIPATE IN RESEARCH (For students under 18 years old) Project Title: High School Transfer Student Transitions and Change: Risk, Success, Failure, and the Vital Role of the Counseling Curriculum Researcher(s): Benjamin M Grais, BS, M.Ed Faculty Sponsor: Ruanda Garth McCullough, Ph.D Introduction: You are being asked to take part in a research study being conducted by Benjamin Grais for a dissertation under the supervision of Ruanda Garth McCullough, Ph.D in the Department of Curriculum and Instruction at Loyola University of Chicago You are being asked to participate because you have transferred into our high school after starting at another school and you are interested in volunteering your time You will be one of approximately ten (10) students to be interviewed about your transfer experience If you meet any of the following exclusion criteria, you should identify this immediately as this will prevent you from participating in the study: In school district less than a month Not proficient in English Likely to transfer again within the next two months I will read and review this form with you carefully Please feel free to ask any questions you may have before deciding whether you will participate in the study Purpose: The purpose of the study is to hear directly from transfer students about their transition to a new high school, the supports offered and why they utilized some and not others? Procedures: If you agree to be in the study, you will be asked to: Spend three 42-minute sessions in conversation with me [Ben Grais] during lunch or study hall to answer questions their high school transfer experience Discuss something about their family history, their reason(s) for transferring, and how the transfer process went I will be interested in knowing those experiences that were helpful and those which weren’t I will also be interested in whether particular individuals or experiences influenced the transfer In this discussion, you will be able to openly talk about any topics that our meaningful to their transfer experience You will be able to decline to continue participating at any time or decline to answer any questions you not want to answer 220 Our conversation will be audiotaped so that I can reflect accurately on our discussion The data will be destroyed after this study is completed During our discussion, I may make occasional notes to help me when I review the audiotape I will ask your permission to review your school records, including the high school transcript, dean’s file and counselor’s file As a certified high school counselor, I routinely examine such documents professionally and confidentially I will limit my research to these three 42-minute interviews and a document analysis of school records Risks/Benefits: There are no foreseeable risks involved in participating in this research beyond those experienced in everyday life There are no direct benefits to you for participating, but there are potential indirect benefits to you because you will have time to express your transfer experience to an experienced counselor The information gained from this research will hopefully benefit future transfer students who come to our high school and perhaps other high schools Confidentiality: The interview is entirely private with no one else in attendance The documentation and audiotape will be kept in a locked cabinet in a locked office This audio file will be destroyed after this study is completed Your name will not appear on any documents and you will not be identified in any written reports The data will be coded without any identifying markers Please understand that as a counselor I am a “mandated reporter.” This means that if there is the disclosure of any information about potential or actual harm to you or others, I am legally obligated to report this information Voluntary Participation: Participation in this study is voluntary If you not want to be in this study, you not have to participate Even if you decide to participate, you are free not to answer any question or to withdraw from participation at any time without penalty Contacts and Questions: If you have questions about this research study, please feel free to contact Benjamin Grais or you may also contact my professor, Ruanda Garth McCullough, Ph.D If you have questions about your rights as a research participant, you may contact the Compliance Manager in Loyola’s Office of Research Services at (773) 508-2689 221 Statement of Consent: Your signature below indicates that you have read and understand the information provided above, have had an opportunity to ask questions, and agree to participate in this research study You will be given a copy of this form to keep for your records Participant’s Signature Date _ Researcher’s Signature Date APPENDIX D OVERVIEW AND INTERVIEW QUESTIONS 222 223 OVERVIEW AND INTERVIEW QUESTIONS Comment: The overall purpose of the first interview session is to establish such a positive relation with the student that he or she will feel comfortable and willing to continue because the student trusts the interviewer The interviewer wants honest and candid responses to enhance the validity of the study In the second interview, the investigator will use this established rapport to gain access to more in-depth student responses, observations, concerns and thoughts while hopefully eliciting the intrinsic themes that will help the investigator appreciate the student’s story of his or her move to Renaissance Valley High School The third interview will build further on the aforementioned rapport so that the student can clarify or elaborate on the spectrum of issues related to the move At the conclusion of this interview the interviewer will express his appreciation, ask if the student has any questions or concerns, and offer suggestions for any needed support Questions for the first interview “I’m so pleased that you agreed to spend some of your valuable time to meet with me This room will be quiet, and we won’t be interrupted I’m looking forward to a very informal conversation, so if you need a break or want to pause for any reason, just let me know At any time, you may change your mind about participating; this will not have any affect whatsoever on your school record Since this is part of a research study, there is a requirement that you sign an informed assent meaning that you agree to participate Your parent has already given permission for us to this interview but you are the one who has the final say Here is the form for you to sign Look it over carefully before we begin I want to answer any questions you may have before we start.” Icebreakers a We’ve not meet until just now, and I would like to get to know you so can you tell me something about yourself? b What are your areas of interest or hobbies or sports you like or play? c What’s your favorite music group or type of music? d What is your favorite movie? e If you had a free Saturday, what would you like to do? f What you actually with your Saturdays? g Are you involved here at RVHS in any sports or clubs? If so, what are they? h Any community involvement? (Volunteer work, employment, etc.) 224 i Do you have a role model? If so, who is it and why? j How long have you been at RVHS? k How has it been going? l How are your classes? m What’s your favorite subject? n What’s your least favorite subject? o What you enjoy most about school? p What you dislike most about school? Questions about prior school? (Tell me about the school(s) you have attended.) a Where did you attend school before? b Was it just one previous school or were there others? Timeline? c What year did you transfer to RVHS? d How did you learn you were changing schools? e Can you explain to me specifically who told you and what the conversation was like? f Had you been expecting this change or was it a surprise? g How long was it between learning you were changing schools and actually changing? h Were you given a reason for this change? i Were you involved in the decision? j How did you feel about the move? k What made your family move to this neighborhood and school? l If you were happy about moving to a new school? why? m If you were unhappy about moving to a new school, what bothered you? n How long was it between the time you learned you were moving and when you actually moved? o How did you prepare yourself for the change? p How did you tell your friends you were leaving? q Looking back, what was the most challenging thing about moving? 225 r Last memories about moving—What was the night before your move like? s What you miss the most and what you not miss? How did your family feel about moving? (Tell me about the family you live with.) a Who you live with? b Tell me about your family i Any pets? c Does anybody else live with you? d How did your family handle the move? Questions for the second interview Entering the new building a I would like you to think back to when you first entered this high school building What were you thinking when you walked through those doors? b What was that like for you? c Who were some of the first people you met? d And what was that like? e How was the overall process (registration, meeting your counselor, getting your locker)? f Was there a particular person, thing or event that helped you in your initial transition? Are you still using those supports? g Was there anything more that should have been done to help you as a transfer student? Reasons for transferring schools a What was the primary reason for the change? b Were you happy about moving to a new school? Please explain c What kinds of supports did you use in your former school? d Was there a particular person, thing or event that helped you at your former school? e Was there anything more that should have been done for you at your former school? 226 f Was this your first transition to a new school district or have you moved in the past? Resources and supports at the new school a How were your grades at your old school? b How are your grades now, and is there a difference? c Can you list any of the resources available in this building? d Where did you find out about these new resources? e Have you used any of these resources? f Which of these resources has helped you the most g If you needed academic help, what would you do? h If you were unhappy or stressed, what would you and where would you go? i What made the transfer experience easier or more comfortable? j How supportive were other students when you transferred in? k Is there anything else that could have been done to make things better for you as a transfer student? Tell me about your daily routine here at this high school? a Are you or have you been involved in clubs or activities? b Can you take me through your typical school day? What are your typical days like before, during and after school? c About how long did it take you to establish friendships? d Are your current friends the kids who you met when you first transferred in or have you developed new friendships over time? e Who you usually spend time with on weekends or after school? Was your family involved in the transfer process? a Did your parents come with you to register for school? b To what extent are your parents involved in your education? 227 c Is there anything that the school could have provided for your family that could have helped with the transition to this school? d Please list any community resources available to you and your family? e Does your family access any community resources? f If not, you think your parents know about available community resources? g When you are at home, where would you seek academic help? h When you are at home, where would seek help if you were unhappy or stressed? i Has your relationship with your family changed since the move? Questions for the third interview What are your future plans? a Has this school helped prepare you for those plans? b If I were a transfer student just starting here, what advice or “words of wisdom” would you give me to increase my chances for success at R.V.H.S? c What is the single most important thing that you’ve learned from this transfer experience that you feel will influence the rest of your life d For clarification, I need to go back and review a few of the questions we have already discussed Is that okay with you? e Do you have any questions for me? REFERENCES Bartosh, F (1989) The new kid on the block—Easing the transition for transfer students NASSP Bulletin, 73 Retrieved on October 6, 2007 from http://bul.sagepub.com/cgi/content/abstract/73/518/94 Baumer, E., & South, S (2001, May 1) Community effects on youth sexual Activity Journal of Marriage and Family, 63(2), 540-54 (ERIC Document Reproduction Service No EJ632209) Retrieved February 17, 2009 from ERIC database Black, S (2006, November) Stabilizing schools with kids on the move The Education Digest, 72(3), 46-51 Retrieved February 17, 2009 from WilsonWeb Blakeman, L (1993, June 1) Adolescents on the move: Providing for relocated students (ERIC Document Reproduction Service No ED362799) Retrieved September 21, 2009 from ERIC database Cook, G (2006, May 1) Schooling the forgotten kids of Hurricane Katrina Education Digest: Essential Readings Condensed for Quick Review, 71(9), 7-13 (ERIC Document Reproduction Service No EJ741074) Retrieved February 7, 2009 from ERIC database Creswell, J W (2007) Qualitative inquiry and research design: Choosing among five approaches (2nd ed.) California: Sage Publications, Inc Crockett, L J., Petersen, A C., Graber, J A., Schulenberg, J E., & Ebata, A (1989) School transitions and adjustment during early adolescence The Journal of Early Adolescence, 9(3), 181-210 Retrieved from Sage Journals Online Davis, J., & Bauman, K (2008) School enrollment in the United States: 2006 Retrieved September 12, 2008 from http://www.census.gov/prod/2008pubs/p20-559.pdf de la Torre, M., Gwynne, J., & Research, C (2009, January 1) Changing schools: A look at student mobility trends in Chicago Public Schools since 1995 Consortium on Chicago School Research, (ERIC Document Reproduction Service No ED504245) Retrieved April 3, 2009 from ERIC database Dunn, M., Kadane, J., & Garrow, J (2003) Comparing harm done by mobility and class absence: Missing students and missing data Journal of Educational and Behavioral Statistics, 28(3), 269-288 Retrieved from ERIC database 228 229 Engec, N (2006) Relationship between mobility and student performance and behavior The Journal of Educational Research (Washington, D.C.), 99(3), 16778 Retrieved February 3, 2009, from Wilson Education Abstracts database (Document ID: 989850381) Fisher, T A., Matthews, L., Stafford, M E., Nakagawa, K., & Durante, K (2002) School personnel’s perceptions of effective programs for working with mobile students and families The Elementary School Journal, 102(4) Retrieved September 24, 2007 from http://www.jstor.org Greenblatt, J., & Substance Abuse and Mental Health Services Administration (DHHS/ PHS) (2000) Patterns of alcohol use among adolescents and associations with emotional and behavioral problems OAS Working Paper Retrieved from ERIC database Halfon, N., Newacheck, P., Nessim, S., Scarlata, & Wood, D (1993, September 15) Impact of family relocation on children's growth, Development, School Function, and Behavior JAMA 270(11), 1334-1338 Retrieved from September 12, 2008 from http://www.jstor.org Hartman, C (2006) Students on the move Educational Leadership, 63(5), 20-24 Retrieved from ERIC database Heinlein, L., & Shinn, M (2000) School mobility and student achievement in an urban setting Psychology in the Schools, 37(4), 349-57 Retrieved from ERIC database Holland-Jacobsen, S., & Others, A (1984, September 1) Mobility: Easing the transition for students School Counselor, 32(1), 49-53 (ERIC Document Reproduction Service No EJ309561) Retrieved September 20, 2009 from ERIC database Jason, L., Weine, A., Johnson, J., Warren-Sohlberg, L., Filippelli, L., Turner, E., et al (1992, January 1) Helping transfer students: Strategies for educational and social readjustment A joint publication in the Jossey-Bass Social and Behavioral Science Series and the Jossey-Bass Education Series (ERIC Document Reproduction Service No ED417262) Retrieved September 20, 2009 from ERIC database Kerbow, D (1996) Patterns of urban student mobility and local school reform Journal of Education for Students Placed at Risk (JESPAR), 1(2), 147-69 Retrieved from ERIC database Kerbow, D., Azcoitia, C., & Buell, B (2003) Student mobility and local school improvement in Chicago Journal of Negro Education, 72(1), 158-64 Retrieved from ERIC database 230 Lash, A., & Kirkpatrick, S (1994) Interrupted lessons: Teacher views of transfer student education American Educational Research Journal, 31(4), 813-43 Retrieved from ERIC database Long, L (1992, January 1) International perspectives on the residential mobility of America's children Journal of Marriage and the Family, 54(4), 861-69 (ERIC Document Reproduction Service No EJ455496) Retrieved January 26, 2009 from ERIC database Mennes, A H (1956) Orientation of new students to high school The School Review, 64(2) Retrieved September 24, 2007 from http://www.jstor.org Myers, D G (2008) Psychology (9th ed.) New York: Macmillan Newman, J., & Educational Service District 189 (1988) What should we about the highly mobile student? A research brief Retrieved from ERIC database Onwuegbuzie, A., Burt, V., Watson, M., Diamond, P., & Parramore, P (2001) The effect of an after-school tutorial program on academic achievement among at-risk high school students Journal of At-Risk Issues, 7(2), 35-40 Retrieved from ERIC database Pettit, B (2004) Moving and children's social connections: Neighborhood context and the consequences of moving for low-income families Sociological Forum, 19(2), 285-311 Retrieved September 24, 2007 from http://www.jstor.org/stable/ 4148798 Pribesh, P., & Downey, D (1999) Why are residential and school moves associated with poor school performance? Demography, 36(4), 521-534 Retrieved September 24, 2007 from http://www.jstor.org Rhodes, V (2008, August 1) Learning on the go: Voices of highly mobile urban students Learning Inquiry, 2(2), 113-125 (ERIC Document Reproduction Service No EJ798849) Retrieved February 1, 2009 from ERIC database Rumberger, R W (2003, January 1) The causes and consequences of student mobility Journal of Negro Education, 72(1), 6-21 (ERIC Document Reproduction Service No EJ670753) Retrieved February 8, 2009 from ERIC database Rumberger, R W., Larson, K A., Ream, R K., Palardy, G J., & Berkeley, CA Policy Analysis for California Education (1999) The educational consequences of mobility for California students and schools Research Series ERIC, EBSCOhost (accessed February 17, 2009) 231 Rumberger, R W., & Larson, K A (1998) Student mobility and the increase risk of high school dropout American Journal of Education, 107(1) Retrieved October 5, 2007 from http://www.jstor.org Rumberger, R., & Palardy, G (2005, January 1) Test scores, dropout rates, and transfer rates as alternative indicators of high school performance American Educational Research Journal, 42(1), 3-42 (ERIC Document Reproduction Service No EJ737117) Retrieved February 8, 2009 from ERIC database Siedman, I (2006) Interviewing as qualitative research: A guide for researchers in education and the social sciences (3rd ed.) New York: Teachers College Press South, S., & Haynie, D (2004) Friendship networks of mobile adolescents Social Forces, 83(1), 315-350 Retrieved from ERIC database Strand, S (2002) Pupil mobility, attainment, and progress during key stage 1: A study in cautious interpretation British Educational Research Journal, 28(1), 63-78 Retrieved from ERIC database Strother, J., & Harvill, R (1986) Support groups for relocated adolescent students: A model for school counselors Journal for Specialists in Group Work, 11(2), 11420 ERIC, EBSCOhost (accessed September 20, 2009) Swanson, C., & Schneider, B (1999) Students on the move: Residential and educational mobility in America's schools Sociology of Education, 72(1), 54-67 Retrieved from ERIC database Titus, D N (2007, March) Strategies and resources for enhancing the achievement of mobile students NASSP Bulletin, 91(1), 81-97 Retrieved February 3, 2009 from Wilson Education Abstracts database (Document ID: 1249753741) Tucker, C., Marx, J., & Long, L (1998, January 1) Moving on: Residential mobility and children's school lives Sociology of Education, 71(2), 111-29 (ERIC Document Reproduction Service No EJ568057) Retrieved January 26, 2009 from ERIC database Wilson, C (1993, January 1) Providing support for high school transfer students School Counselor, 40(3), 223-227 (ERIC Document Reproduction Service No EJ458884) Retrieved February 26, 2009 from ERIC database Wood, D (2005) Portability of state assessments in a geographically mobile society Online Submission, Retrieved from ERIC database VITA Ben Grais was born in Chicago, Illinois on May 25, 1973 He currently resides in a suburb of Chicago with his wife and two children Ben attended public schools in a suburb of Chicago Once he graduated he attended a small liberal arts college until he transferred to the University of Wisconsin at Madison He graduated from the University of Wisconsin at Madison in 1996 with a Bachelor of Arts degree in Psychology In 2001, Ben earned a Masters degree in School Counseling and an Illinois Type 09, Secondary Teaching Certificate in History and Psychology from Loyola University Chicago He has also completed a Type 75, School Administrative Certificate, from Loyola University Chicago Ben has worked in the field of education for the past 13 years He began his career in technology support and training at a high school in a suburb of Chicago Over the past nine years, Ben has been a counselor in that same high school working with freshmen through seniors in the areas of academic, college and career, social-emotional and personal development In addition, Ben has worked with students in special education including pathways, emotional disorders and learning disabilities He has also helped design and maintains the comprehensive counseling database as well as the counseling department web site 232 DISSERTATION COMMITTEE The Dissertation submitted by Benjamin M Grais has been read and approved by the following committee: Dr Ruanda Garth McCullough, Director Assistant Professor, School of Education Loyola University Chicago Dr Leanne Kallemeyn Assistant Professor, School of Education Loyola University Chicago Dr Barney Berlin Associate Professor Emeritus, School of Education Loyola University Chicago ... CHICAGO HIGH SCHOOL TRANSFER STUDENT TRANSITIONS AND CHANGES: RISK, SUCCESS, FAILURE, AND THE VITAL ROLE OF THE COUNSELING CURRICULUM A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL. .. of how transfer students experience the transition from their prior school to a suburban high school outside Chicago Introduction High school transfer students are those who move from one school. .. issues and concerns, many schools not acknowledge the transfer students’ special circumstances and needs, and not provide special programs and support to try to insure transfer student success