Middle School v K-8

Middle School v K-8 Educational Research Subcommittee Report September 21, 2006

What does current research indicate about K-8 v 6-8 schools?

Poor test scores Unmanageable behavior Many declared the middle school dead although it is a model that has not been fully implemented and supported Critics

Complex • Grade configuration is only 1 consideration in making the choice • Grade configuration does not determine the effectiveness of a school

Enhances academic achievement Encourages parental involvement Reduces affective difficulties for adolescents Minimizes transitions Removes transition from elementary to middle school Fewer fights and a safer environment Less sexually charged environment and later initiation of sexual activity Advantages of K-8

Higher attendance and lower suspension rates Students form strong bonds of friendship and support each other Less peer pressure Students exhibit higher self esteem and feel safer Easier to fill teacher and staff positions than in MS Less expensive to build and operate Advantages of K-8

Teachers not used to having older, bigger children in the building Physical plant may not be conducive to the education of both very young children and young adolescents Academic and behavioral problems with new student transfers into the higher grades Fewer academic, sports and extracurricular activity options than MS Disadvantages of K-8

Resistance on the part of some students to remain in an elementary school May result in a more difficult transition to high school May add to the resegregation of urban schools Disadvantages of K-8

Challenges of K-8 • Age and size differences of students • Need to create one unified school rather than two co-located schools • Fair allocation of financial resources to ensure that the unique needs of all student age groups are met • Preparation of students for transition to high school

Middle School Advantages when middle school concept is implemented as a complete set over time • Increase in academic achievement • Decrease in behavior problems (including among students who struggle with both)

Small teaching teams Authentic instruction Integrative curriculum Service learning Affective membership Improve achievement Improve engagement Improve relationships Various practices have independently shown

Sense of belonging and security Support system through puberty’s ups and downs Meaningful contexts for learning Many ways in which adolescents differ from younger children and older adolescents Small teaching teams Improved family relationships An integrative curriculum More appropriate teacher prep Adolescents’ needs

“…K-8 schools do not necessarily outperform middle schools when both serve high poverty students”Balfanz et al., 2002

“…However much improved achievement test scores appear in urban K-8 schools, such scores still do not rise to state and national averages for this age group”Beane & Lipka, 2006

“…School grade configuration is not a remedy for the rising tide of poverty in our nation’s urban center.”Beane & Lipka, 2006

Nathan Bishop be a high quality middle school with 100-150 students/grade One grade to be added each year so that incoming students can learn the culture of the school and a stable population can be established Committee Recommendation

Quality leadership and teachers are key • Strong leadership • Committed teachers who want and choose to be at the school • Teachers who want and are willing to forge bonds with students • Promote teacher competence through continued professional development and support

Curriculum • Academically rigorous • Student-centered: builds upon the interest of students

Environment • Engaging, comfortable environment • Student voices are heard • Opportunities for student leadership (Everyone is a leader) • Extracurricular activates to keep students engaged in the school community

Support • Transitions are difficult- Make connections to the elementary schools to ease transitions • Advisories for student support

Instructional approaches • Consistently rigorous • Implement systematically • Supported with professional development • Group and regroup students for instruction using formative assessment so students are not stuck in one group or tracked • Offer options for students: example AP Spanish for Hispanic Students with opportunity for high school credit

Instructional Approaches • Provide opportunities for students to advance or receive support in different subject areas through technology and distance learning • Knowledge of Adolescents and adolescent development is a necessity • Knowledge of learning styles

“Highly Qualified Teacher” • Content knowledge • Certification • Knowledge of the development of adolescents • Expertise in teaching adolescents

Implications for Professional Development • Professional development that addresses pedagogy and adolescent development • Specialized training for school environment and culture-poverty, violence, etc • Effective use of common planning time such as how to study data for implication for instruction

Implications for Professional Development • Advisory Groups-training teachers with effective implementation of advisory groups when students make “a lasting connection with at least one caring adult, academic and personal outcomes improve.” • Differentiation professional development-instructional strategies effective for middle school students because not all students learn at the same rate • Partnerships with Colleges and Universities for continuation of content professional development for teachers

Educational Research Subcommittee Dr. Joyce L. Stevos, Chairperson Barbara Halzel Diane L. McAleer Annette Mozzoni Dr. Monica Nagy Dr. Harlan Rich Samuel Zurier, Esq.

Middle School v K-8