Educational Leadership April 2011

28 E D U C A T I O N A L L E A D E R S H I P A P R I L 2 0 1 1

At the beginning of each school year, elementary schools are filled with students excited about using that new backpack, getting their favorite teacher, or seeing their friends again. Most students look forward to starting the school year fresh, and they confidently expect to do well. New 3rd grade students, however, tend to have a different attitude. Over and over we hear, “I can’t believe I’ll have to take the end-of-grade tests this year!" Siblings, older students, and even teachers have been telling these students for many years about the realities of 3rd grade and the pressure of standardized testing.

Although most students are excited about beginning 3rd grade, they are also acutely aware that they will face greater challenges. Meanwhile, their parents typically see this as just another school year. Even education research says little about the central shift that happens between 2nd and 3rd grade. Our experience in elementary school counseling tells us that the transition into 3rd grade provides a window of opportunity during which schools should implement responsive and proactive measures to ensure students stay on track for success.

Developmentally, most 3rd grade students look forward to enjoying more independence, acting and feeling more grown-up, and making more friends. Their brain development has advanced to include formal rules of reading, writing, and math. Yet, at age 7 to 8, they still feel anxiety when separated from familiar people, surroundings, and routines. While eager to succeed, they are sensitive to criticism and tend to shy away from risks.

Simultaneously, the school context shifts. Curriculum moves beyond basic reading instruction, requiring students to read independently to learn core content, write in formal formats, develop strategies for multistep problems, and prepare for standardized tests. These changes significantly impact their academic trajectory and social interactions. Teachers expect students to demonstrate social skills such as helping, cooperating, and resolving interpersonal issues independently.

Students often comment on these changes, noting fewer hands-on activities and increased focus on tests and writing across subjects. For students already struggling, these increased academic demands threaten to widen achievement gaps, especially since 3rd grade marks the point where children require mastery of foundational skills to progress effectively (Kainz & Vernon-Feagans, 2007). At this stage, children’s sensitivity to criticism and reluctance to risk failure means they may give up when tasks become difficult.

Therefore, schools need a comprehensive support framework. Our experience shows that collaboration, outreach, promotion, and evaluation—summarized as the COPE model—are essential for effective intervention. This approach includes fostering staff collaboration, tailoring outreach to at-risk students, promoting test preparedness positively, and continually evaluating programs for effectiveness.

Collaboration involves teachers, counselors, support staff, and administrators working together to identify students at risk and consistently monitor progress. For instance, at Hilburn Drive Elementary, teams create watch lists of students not meeting benchmarks in second grade, detailing each student’s strengths, difficulties, and interventions. These lists inform ongoing support, with intervention specialists and teachers collaborating and sharing information to ensure seamless support during the transition into 3rd grade.

Vertical curriculum planning meetings between 2nd and 3rd grade teachers help ensure coherence and continuity. Teachers share learning outcomes, teaching strategies, and adjust their practices to foster mastery of critical skills. Such collaboration reduces confusion and stress, ensuring students arrive in 3rd grade prepared for increased academic demands.

Outreach efforts focus on supporting both individual students and the school community. Peer tutoring programs, like the Math Masters Cross-Age Tutoring, mobilize older students as math mentors for younger peers, providing targeted academic support and building confidence. These programs involve personalized praise, progress tracking, and fostering independence, which are crucial in motivating children and reducing anxieties related to academic achievement (Linden Fee, 2008).

Furthermore, promoting positive perceptions of testing helps children approach high-stakes standardized assessments with confidence. At Hilburn, counselors collaborate with teachers to implement lessons that familiarize students with test formats, vocabulary, and strategies for reducing test anxiety. Before instruction, many students report feeling nervous; after targeted preparation, their anxiety decreases significantly, better equipping them to perform to their potential.

Evaluation is critical to ensure the effectiveness of interventions. By analyzing data from test scores, behavioral records, and perceptions collected through surveys, educators can assess progress and adjust strategies accordingly. Continuous review allows schools to refine their support systems, adapt to students' evolving needs, and strengthen positive outcomes over time.

The transition into 3rd grade is a pivotal moment often marked by increased academic and social demands. When schools implement a coordinated, research-based approach to support students through collaboration, targeted outreach, positive promotion, and rigorous evaluation, they set the stage for improved achievement and well-being. Such a holistic strategy benefits students, teachers, and the entire school community, ultimately helping children navigate this challenging yet rewarding phase of development successfully (Armstrong, 2007; Santrock, 2008; North Carolina Department of Public Instruction, 2007).

References

• American School Counselor Association. (2005). The ASCA national model: A framework for school counseling programs (2nd ed.). Alexandria, VA: Author.
• Armstrong, T. (2007). The curriculum superhighway. Educational Leadership, 64(8), 16–20.
• Kainz, K., & Vernon-Feagans, L. (2007). The ecology of early reading development for children in poverty. Elementary School Journal, 107(5), 407–427.
• Linden Fee, L. (2008, September 30). How to survive the transition into third grade. Retrieved from Examiner.com.
• North Carolina Department of Public Instruction. (2007). Transition planning for 21st century schools. Raleigh, NC: Author. Retrieved from .org/docs/curriculum-instruction/home/transitions.pdf
• Santrock, J. W. (2008). Life-span development. New York: McGraw Hill.
• Spatig, L. (1996, November). Developmentalism meets standardized testing: Low income students lose. Paper presented at the annual meeting of the American Educational Studies Association, Montreal, Quebec, Canada.