MacNeil, Angus J.2015-06-152015-06-15May 20132013-05http://hdl.handle.net/10657/927The purpose of this quantitative study was to determine what effect transition had on discipline outcomes when fourth grade elementary students transition to middle school as fifth grade students. The study used descriptive statistics, statistical analysis, and variations of percentages to analyze discipline data from a class of fourth grade elementary students of a suburban Houston school district. The study showed a 72.36% increase in discipline events post transition when compared to the same class’s discipline data the next year at a five/six middle school. Additionally, the study identified “repeated/persistent misbehavior”, “class rules violation”, and “excessive tardies” as the most frequent discipline issues that occurred during the students’ fifth grade transition year. Lastly, this study identified physical, emotional, academic, and social development as key points for administrators to consider in improving future classes’ discipline performance in the fifth grade, both pre and post transition.application/pdfengThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).TransitionsElementary schoolsMiddle schoolsDisciplineBehaviorsFifth gradeFourth gradeStudent developmentGrowthPhysical developmentEmotional developmentAcademic developmentDevelopmentQuantitativePrincipalsLeadershipProfessional leadership2015-06-15Thesisborn digital