Southern Regional Education Board MMGW Middle Grades SC A Comparative Study of High- and Low- implementation Middle Grades Schools Gene Bottoms Senior Vice President

Southern Regional Education Board MMGW Middle Grades SC Key Questions Do middle grades schools that have more fully implemented the MMGW model have significantly higher achievement then a comparative group of low-implementation schools? What are the school and classroom practices that are significantly different between high and low implementation schools?

Southern Regional Education Board MMGW Middle Grades SC Comparison of Students by Ethnicity and Parents’ Education Level Low- implementation Schools High- implementation Schools White73%74% Minority2726 Low Mother’s Education Level 5749 Source: 2004 Making Middle Grades Work Assessment and Student Survey

Southern Regional Education Board MMGW Middle Grades SC Comparison of Percentages of Students Meeting Performance Goals Source: 2004 Making Middle Grades Work Assessment and Student Survey

Southern Regional Education Board MMGW Middle Grades SC Key Question What differences in school and classroom practices would you expect to find between highest- and lowest-implementation schools?

Southern Regional Education Board MMGW Middle Grades SC Comparison of Percentages of Students Meeting Proficiency Levels in Reading Source: 2004 Making Middle Grades Work Assessment and Student Survey

Southern Regional Education Board MMGW Middle Grades SC Comparison of Percentages of Students Meeting Proficiency Levels in Mathematics Source: 2004 Making Middle Grades Work Assessment and Student Survey

Southern Regional Education Board MMGW Middle Grades SC Comparison of Percentages of Students Meeting Proficiency Levels in Science Source: 2004 Making Middle Grades Work Assessment and Student Survey

Southern Regional Education Board MMGW Middle Grades SC Key Question What are the root causes that would result in differences in the achievement of the two levels of schools?

Southern Regional Education Board MMGW Middle Grades SC Comparison of Percentages of Students Completing Rigorous English/Reading Curriculum Source: 2004 Making Middle Grades Work Assessment and Student Survey

Southern Regional Education Board MMGW Middle Grades SC Comparison of Percentages of Students Experiencing a Rigorous English Reading Curriculum Indicator Low- implementation Schools High- implementation Schools Took advanced English/language arts classes. 22%24% Wrote a major research paper semester or yearly. 5262** Completed short writing assignments (1-3 pages) monthly or weekly. 4761** Read 11 or more books in and out of school. 2538** Source: 2004 Making Middle Grades Work Assessment and Student Survey * p<.05; **p<.01

Southern Regional Education Board MMGW Middle Grades SC Comparison of Percentages of Students Completing Rigorous Mathematics Curriculum Source: 2004 Making Middle Grades Work Assessment and Student Survey

Southern Regional Education Board MMGW Middle Grades SC Comparison of Percentages of Students Completing Rigorous Science Curriculum Source: 2004 Making Middle Grades Work Assessment and Student Survey

Southern Regional Education Board MMGW Middle Grades SC Comparison of Percentages of Students Experiencing a Rigorous Science Core Indicator Low- implementation Schools High- implementation Schools Used math skills to solve problems in science monthly or weekly. 59%76%** Had hands-on science in living things (plants, animals, bacteria, etc.) 5264** Had hands-on science in chemistry (elements, compounds, mixtures, etc.) 6277** Source: 2004 Making Middle Grades Work Assessment and Student Survey * p<.05; **p<.01

Southern Regional Education Board MMGW Middle Grades SC Comparison of Percentages of Students Experiencing a Rigorous Science Core Indicator Low- implementation Schools High- implementation Schools Had hands-on science in simple machines (pulleys, levers, etc.) 40%54%** Had hands-on science in the environment. 5064** Source: 2004 Making Middle Grades Work Assessment and Student Survey * p<.05; **p<.01

Southern Regional Education Board MMGW Middle Grades SC Aligning Middle Grades Academic Core to High School Readiness Standards Take time to assess your current effort to align middle grades curriculum to high school readiness standards. Identify an Outstanding Practice already in place at your school. Select a major action to focus on in year one. Select a major action to focus on in year two. Select a major action to focus on in year three. Note: Actions should be measurable.

Southern Regional Education Board MMGW Middle Grades SC Comparison of Percentages of Students Experiencing an Emphasis on Literacy Source: 2004 Making Middle Grades Work Assessment and Student Survey

Southern Regional Education Board MMGW Middle Grades SC Comparison of Percentages of Students Having Engaging Literacy Experiences Indicator Low- implementation Schools High- implementation Schools Used Internet to find information for assignments often. 47%62%** Have used a computer at school for schoolwork monthly or weekly. 5357** Used word processing or presentation software monthly or weekly. 3248** Source: 2004 Making Middle Grades Work Assessment and Student Survey * p<.05; **p<.01

Southern Regional Education Board MMGW Middle Grades SC Comparison of Percentages of Students Having Engaging Literacy Experiences Indicator Low- implementation Schools High- implementation Schools Developed and analyzed tables, charts and/or graphs often. 31%46%** Made oral presentations before class on an assignment semester or monthly. 5469** Received samples of high quality work to use as models monthly or weekly. 2943** Source: 2004 Making Middle Grades Work Assessment and Student Survey * p<.05; **p<.01

Southern Regional Education Board MMGW Middle Grades SC Comparison of Percentages of Students Having Engaging Literacy Experiences Indicator Low- implementation Schools High- implementation Schools Spent one hour or more reading outside of school on a typical day. 38%40% Have read 11 or more books this year both in and out of school. 2538** Source: 2004 Making Middle Grades Work Assessment and Student Survey * p<.05; **p<.01

Southern Regional Education Board MMGW Middle Grades SC Engaging Students in Reading and Writing for Learning Take time to assess your current effort to engage students in reading and writing for learning. Identify an Outstanding Practice already in place at your school. Select a major action to focus on in year one. Select a major action to focus on in year two. Select a major action to focus on in year three. Note: Actions should be measurable.

Southern Regional Education Board MMGW Middle Grades SC Comparison of Percentages of Students Having Engaging Numeracy Experiences Source: 2004 Making Middle Grades Work Assessment and Student Survey

Southern Regional Education Board MMGW Middle Grades SC Comparison of Percentages of Students Having Engaging Numeracy Experiences Indicator Low- implementation Schools High-implementation Schools Solved non-textbook math problems weekly. 63%72%** Used math skills to solve problems in other classes monthly and weekly. 4457** Mathematics teachers did show how mathematics can be used to solve problems in real life. 8388** Source: 2004 Making Middle Grades Work Assessment and Student Survey * p<.05; **p<.01

Southern Regional Education Board MMGW Middle Grades SC Comparison of Percentages of Students Having Engaging Numeracy Experiences Indicator Low- implementation Schools High-implementation Schools Worked with other students on a mathematics assignment monthly and weekly. 55%71%** Worked in groups to brainstorm how to solve a problem monthly and weekly. 4258** Teachers encourage students to help each other sometimes or often. 2431** Source: 2004 Making Middle Grades Work Assessment and Student Survey * p<.05; **p<.01

Southern Regional Education Board MMGW Middle Grades SC Comparison of Percentages of Students Having Engaging Numeracy Experiences Indicator Low- implementation Schools High-implementation Schools Explained to the class how to solve a math problem monthly and weekly. 55%72%** Wrote sentences about how to solve a mathematics problem monthly or weekly. 4959** Explained different ways to solve a mathematics problem monthly and weekly. 5773** Source: 2004 Making Middle Grades Work Assessment and Student Survey * p<.05; **p<.01

Southern Regional Education Board MMGW Middle Grades SC Comparison of Percentages of Students Having Engaging Numeracy Experiences Indicator Low- implementation Schools High-implementation Schools Teachers know their subject and can make it interesting and useful often. 30%42%** Developed and analyzed tables, charts and/or graphs in school work often. 3146** Used a scientific calculator to complete mathematics assignments weekly. 5058** Source: 2004 Making Middle Grades Work Assessment and Student Survey * p<.05; **p<.01

Southern Regional Education Board MMGW Middle Grades SC Engaging Students in Challenging Mathematics Assignment Take time to assess your current effort on engaging students in learning mathematics. Identify an Outstanding Practice already in place at your school. Select a major action to focus on in year one. Select a major action to focus on in year two. Select a major action to focus on in year three. Note: Actions should be measurable.

Southern Regional Education Board MMGW Middle Grades SC Comparison of Percentages of Students Having Engaging Science Experiences Source: 2004 Making Middle Grades Work Assessment and Student Survey

Southern Regional Education Board MMGW Middle Grades SC Comparison of Percentages of Students Having Engaging Science Experiences Indicator Low- implementation Schools High-implementation Schools Completed graded short writing (1-3 pages) assignments each semester. 25%28%* Used log or notebook to keep records when doing science experiments. 5873** Completed written reports on scientific investigations semester or monthly. 4554** Wrote long answers to questions on tests in science monthly. 3644** Source: 2004 Making Middle Grades Work Assessment and Student Survey * p<.05; **p<.01

Southern Regional Education Board MMGW Middle Grades SC Comparison of Percentages of Students Having Engaging Science Experiences Indicator Low- implementation Schools High-implementation Schools Used equipment to do activities in a science lab with tables and sinks semester or monthly. 44%52%** Worked with others on a challenging science assignment monthly or weekly. 5874** Completed a science project that took one week or more. 6781** Teachers encourage students to help each other sometimes or often. 2431** Source: 2004 Making Middle Grades Work Assessment and Student Survey * p<.05; **p<.01

Southern Regional Education Board MMGW Middle Grades SC Comparison of Percentages of Students Having Engaging Science Experiences Indicator Low- implementation Schools High-implementation Schools Teachers know their subject and can make it interesting and useful often. 30%42%** Used word processing software to complete an assignment often. 3649** Developed and analyzed tables, charts and/or graphs in school work often. 3146** Used the Internet to find information for completing assignments often. 4762** Source: 2004 Making Middle Grades Work Assessment and Student Survey * p<.05; **p<.01

Southern Regional Education Board MMGW Middle Grades SC Engaging Students in Challenging Science Assignment Take time to assess your current effort. Identify an Outstanding Practice already in place at your school. Select a major action to focus on in year one. Select a major action to focus on in year two. Select a major action to focus on in year three. Note: Actions should be measurable.

Southern Regional Education Board MMGW Middle Grades SC Comparison of Percentages of Students Experiencing High Expectations Source: 2004 Making Middle Grades Work Assessment and Student Survey

Southern Regional Education Board MMGW Middle Grades SC Comparison of Percentages of Students Experiencing High Expectations Indicator Low- implementation Schools High-implementation Schools School and classroom rules are defined and clear often. 53%64%** Teachers clearly indicate standards of work needed for an A or B often. 4860** Teachers set high standards and are willing to help meet them often. 3851** Revise written work several times to improve quality sometimes or often. 2229** Source: 2004 Making Middle Grades Work Assessment and Student Survey * p<.05; **p<.01

Southern Regional Education Board MMGW Middle Grades SC Comparison of Percentages of Students Experiencing High Expectations Indicator Low- implementation Schools High-implementation Schools Failed to complete or turn in assignments never or rarely. 58%68%** Spent one hour or more on homework each day. 2329** Most teachers encourage me to do well in school often. 6070** Work hard to meet high standards on assignments often. 4150** Source: 2004 Making Middle Grades Work Assessment and Student Survey * p<.05; **p<.01

Southern Regional Education Board MMGW Middle Grades SC Setting High Expectations for Students Take time to assess your current effort. Identify an Outstanding Practice already in place at your school. Select a major action to focus on in year one. Select a major action to focus on in year two. Select a major action to focus on in year three. Note: Actions should be measurable.

Southern Regional Education Board MMGW Middle Grades SC Comparison of Percentages of Students Experiencing an Emphasis on Guidance Source: 2004 Making Middle Grades Work Assessment and Student Survey

Southern Regional Education Board MMGW Middle Grades SC Comparison of Percentages of Students Receiving Guidance Indicator Low- implementation Schools High-implementation Schools Encouraged by a counselor or teacher to take Algebra in 6 th, 7 th or 8 th grade. 24%29%** Have a written plan for courses I will take in high school. 4461** Parents and someone at school helped write plan for courses. 3754** Source: 2004 Making Middle Grades Work Assessment and Student Survey * p<.05; **p<.01

Southern Regional Education Board MMGW Middle Grades SC Comparison of Percentages of Students Receiving Guidance Indicator Low- implementation Schools High-implementation Schools Expected to take notes from a lecture weekly in 9 th grade English. 46%59%** Expected to solve real- world problems weekly in 9 th grade math. 3952** Talked about 9 th grade in both 7 th and 8 th grade. 2631** Source: 2004 Making Middle Grades Work Assessment and Student Survey * p<.05; **p<.01

Southern Regional Education Board MMGW Middle Grades SC Providing Guidance and Advisement Take time to assess your current effort. Identify an Outstanding Practice already in place at your school. Select a major action to focus on in year one. Select a major action to focus on in year two. Select a major action to focus on in year three. Note: Actions should be measurable.

Southern Regional Education Board MMGW Middle Grades SC Comparison of Percentages of Students Experiencing Extra Help Source: 2004 Making Middle Grades Work Assessment and Student Survey

Southern Regional Education Board MMGW Middle Grades SC Comparison of Percentages of Students Experiencing Extra Help Indicator Low- implementation Schools High-implementation Schools Teachers care enough that they will not let me get by without doing work often. 35%45%** Have access to extra help from teachers without much difficulty often. 3751** Teachers are available before, during or after school a few times a week. 4560** Source: 2004 Making Middle Grades Work Assessment and Student Survey * p<.05; **p<.01

Southern Regional Education Board MMGW Middle Grades SC Comparison of Percentages of Students Experiencing Extra Help Indicator Low- implementation Schools High-implementation Schools Extra help received at school helped to understand work sometimes or often. 61%68%** Tried harder on school work after receiving extra help sometimes or often. 6268** Source: 2004 Making Middle Grades Work Assessment and Student Survey * p<.05; **p<.01

Southern Regional Education Board MMGW Middle Grades SC Providing Students with Extra Help Take time to assess your current effort. Identify an Outstanding Practice already in place at your school. Select a major action to focus on in year one. Select a major action to focus on in year two. Select a major action to focus on in year three. Note: Actions should be measurable.

Southern Regional Education Board MMGW Middle Grades SC Comparison of Percentages of Teachers Experiencing Continuous Improvement Source: 2004 Making Middle Grades Work Assessment and Student Survey

Southern Regional Education Board MMGW Middle Grades SC Comparison of Percentages of Students Experiencing Continuous Improvement Indicator Low- implementation Schools High-implementation Schools Teachers in this school are always learning and seeking new ideas. 40%58%** Staff uses data reports to evaluate school programs. 3648** Teachers and administration in this school work as a team. 3349** Source: 2004 Making Middle Grades Work Assessment and Student Survey * p<.05; **p<.01

Southern Regional Education Board MMGW Middle Grades SC Comparison of Percentages of Students Experiencing Continuous Improvement Indicator Low- implementation Schools High-implementation Schools Goals and priorities for this school are clear. 40%51%** Teachers in this school maintain a demanding yet supportive environment. 3453** Source: 2004 Making Middle Grades Work Assessment and Student Survey * p<.05; **p<.01

Southern Regional Education Board MMGW Middle Grades SC Continuous School Improvement Take time to assess your current effort. Identify an Outstanding Practice already in place at your school. Select a major action to focus on in year one. Select a major action to focus on in year two. Select a major action to focus on in year three. Note: Actions should be measurable.

Southern Regional Education Board MMGW Middle Grades SC Making Middle Grades Work is about: Rigorous curriculum Engaging assignments Relevant instruction Student and teacher support A goal focus toward high school readiness Leadership for continuous improvement