Making the leap: an examination of student engagement and early warning indicators across the middle school transition

School completion has profound, favorable implications on individuals, communities, and society. Student engagement has emerged as the prominent theoretical model by which educators comprehend school completion and withdrawal (Christenson, Reschly, & Wylie, 2012). Previous longitudinal studies have demonstrated the utility of monitoring student engagement, as early school withdrawal can be predicted as early as first grade (Alexander, Entwisle, & Horsey, 1997; Balfanz, Herzog, & Mac Iver, 2007). The current study aimed to extend this research by investigating the predictive utility of student engagement with regard to being at risk in sixth grade. Results of logistic regressions indicated that student engagement was predictive of students risk statuses for the fourth grade cohort but not for the fifth grade cohort. Additionally, when demographic variables, special education / EL distinction, and achievement were added, student engagement became insignificant.