The real challenge lies in our collective will to transform our schools into spaces where every student feels prepared, connected, supported, and inspired.
Freshman year is often referred to as the “make-or-break” year of high school. Research consistently shows that students who are “on track” by the end of 9th grade—defined as earning enough credits and passing core classes—are up to four times more likely to graduate on time than their peers who fall behind (Allensworth & Easton, 2005). Despite the critical nature of this year, thousands of students stumble at the starting line, with significant consequences for their futures.
Why is this happening? The answer lies in understanding a complex web of factors that extend far beyond a student’s academic ability. By exploring the “four R’s”—Readiness, Relationships, Routines, and Relevance—this blog uncovers the systemic challenges freshmen face and calls for urgent action to rethink how we support our youngest high school learners.
1. Readiness: The Academic and Emotional Gaps
The transition from middle school to high school often feels like a seismic shift for many students. Academically, the demands increase dramatically, yet far too many students enter high school unprepared.
- Academic Gaps: Research from the National Center for Education Statistics (2019) shows that nearly two-thirds of 8th graders score below proficiency in reading and math, leaving them ill-equipped for the rigor of high school coursework. These gaps compound in subjects like algebra, which acts as a gatekeeper to higher-level math and science courses.
- Executive Functioning: High school requires students to juggle multiple teachers, manage long-term projects, and navigate complex schedules. Yet, executive functioning skills—such as time management, organization, and self-regulation—are often underdeveloped, particularly in students from under-resourced schools (Blair & Raver, 2015).
- Social-Emotional Preparedness: The emotional turbulence of adolescence adds another layer of complexity. Students entering high school often struggle with self-confidence and self-advocacy, critical skills for navigating a more autonomous environment.
2. Relationships: The Power of Connection
A student’s sense of belonging is a strong predictor of academic success. According to research by the Search Institute (2018), students who feel connected to at least one adult at school are twice as likely to stay engaged and succeed. Yet, many freshmen enter high school feeling anonymous and disconnected.
- Disconnection from Teachers: In high schools with large class sizes, forming meaningful relationships between teachers and students becomes a challenge. Without these connections, students are more likely to disengage academically and socially.
- Peer Challenges: Freshman year often amplifies feelings of exclusion or bullying, particularly for marginalized students. School climate surveys frequently highlight the negative impact of peer dynamics on mental health and attendance rates.
- Lack of Mentorship: Schools without formalized mentoring programs leave freshmen without guidance to navigate the complexities of high school life, further increasing their risk of falling off track.
3. Routines: The Shift to Greater Autonomy
Freshman year introduces a level of independence that can overwhelm even the most capable students. Attendance, study habits, and time management are critical, yet many schools lack systems to help freshmen build these skills.
- Attendance Issues: Chronic absenteeism skyrockets during the freshman year. A study by the UChicago Consortium on School Research (2014) found that students who missed more than 10% of school days in 9th grade were seven times more likely to drop out.
- Study Habits: Many freshmen haven’t learned how to organize their time effectively, particularly for long-term assignments and high-stakes assessments. Without intentional scaffolding, they flounder under the weight of increased expectations.
- Limited Early-Warning Systems: Schools often fail to track freshman progress effectively. Early warning systems that flag attendance, grades, and engagement data are essential but underutilized in many districts (Balfanz, 2007).
4. Relevance: The Disconnect Between Learning and Life
When students fail to see the value of their education, their motivation plummets. Freshman year is often marked by abstract lessons that feel disconnected from real-world applications or students’ lived experiences.
- Irrelevant Curriculum: Coursework that lacks cultural relevance or real-world connections can alienate students, especially those from marginalized communities. Gloria Ladson-Billings (1995) emphasized that culturally relevant pedagogy fosters higher engagement and academic success by connecting learning to students’ identities and experiences.
- Lack of Voice and Choice: Freshmen frequently feel like passive participants in their education. According to a Gallup survey (2019), student engagement drops dramatically in high school when students perceive their learning as irrelevant or when they lack autonomy.
- Missed Opportunities for Career Connections: Early exposure to career pathways has been shown to increase motivation and persistence. Yet, many high schools wait until junior or senior year to introduce real-world learning experiences.
What Can Schools Do? Evidence-Based Solutions
Addressing the freshman-year challenge requires a systemic, equity-focused approach. Here are some evidence-based strategies to ensure all freshmen are on track:
- Targeted Academic Interventions: Use diagnostic assessments and data from middle school to identify and address skill gaps before the year begins. Provide scaffolding, tutoring, and peer support programs tailored to individual needs.
- Strengthen Relationships: Implement advisory periods or small learning communities to foster relationships between students and adults. Research shows that mentorship programs improve attendance and academic performance, particularly for at-risk students (Bruce & Bridgeland, 2014).
- Teach Executive Skills Explicitly: Introduce a freshman seminar course focused on study skills, goal-setting, and time management. Scaffold these skills across the curriculum to build long-term habits.
- Make Learning Relevant: Incorporate culturally responsive pedagogy and project-based learning to connect academic concepts to real-world applications. Students thrive when they see their identities reflected in the curriculum and understand the “why” behind their work.
A Call to Action: Redefining Freshman Success
Freshman year is more than a transition—it’s a foundation. When students fall off track, it isn’t due to a lack of potential but rather a failure of the systems meant to support them. As educators, we must confront the inequities, blind spots, and barriers that prevent freshmen from thriving.
The question is no longer whether we can help freshmen succeed. The evidence is clear: we can, and we must. The real challenge lies in our collective will to transform our schools into spaces where every student feels prepared, connected, supported, and inspired. Freshman year is not just a starting point; it is a launchpad. Let’s ensure every student takes flight.
Learn more about keeping freshmen on track HERE!
References
Allensworth, E., & Easton, J. Q. (2005). The on-track indicator as a predictor of high school graduation. University of Chicago Consortium on School Research.
Balfanz, R. (2007). What your community can do to end its dropout crisis: Learnings from research and practice.
Blair, C., & Raver, C. C. (2015). School readiness and self-regulation: A developmental psychobiological approach. Annual Review of Psychology.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal.
Search Institute. (2018). The developmental relationships framework: A tool for strengthening student connections.