The PreK-12 and higher education systems operate as separate and distinct entities (Kirst & Venezia, 2004). States organize them as separate units and the administrators in the systems are formally trained separately and operate separately with few exceptions. While studies have been conducted from the PreK-12 and higher education perspectives…

Weak connections between students and their academic and social environment can hinder commitment and lead to departure (Deil-Amen, 2011; Karp, Hughes, & O'Gara, 2010). Given their influence on college retention and completion, higher levels of academic and social integration should be a priority. Rather than focus on why students leave, it is…

On the premise that early school transitions affect children's future educational success and that these critical transitions need to be improved, this book explores the research on early schooling and reexamines educational beliefs, policies, and practices relating to the first years of school, including readiness assessment, entrance ages,…

This issue of the quarterly newsletter of the Center for Mental Health in Schools includes the following features and regular segments: (1) Complex Problems, Limited Solutions; (2) Research into Practice: Supporting Successful Transition to Ninth Grade; (3) Schools & MH Research; and (4) Response Form.

There is growing consensus among early childhood professionals about the importance of early childhood transition services (activities designed to ensure continuity for young children across different environments, including homes, child care settings, preschools, and schools). Providing such services requires collaboration and linkages among…