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

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

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

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

5. Advantages of K-8 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

6. 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

7. Disadvantages 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

8. 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

9. 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

10. 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)

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

12. Adolescents’ needs Small teaching teams Improved family relationships
An integrative curriculum
More appropriate teacher prep
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

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

14. “…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

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

16. Committee Recommendation
Nathan Bishop be a high quality middle school with 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

17. 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

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

19. 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

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

21. 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

22. 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

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

24. 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

25. 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

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