Middle School Programmatic Middle School Programmatic Characteristics and Student Characteristics and Student Achievement: A Preliminary Achievement: A Preliminary Report of a Comprehensive, Report of a Comprehensive,

State-wide StudyState-wide Study

Preliminary Findings as of October 28, 2005Preliminary Findings as of October 28, 2005

Presentation toPresentation toNational Middle School Association Annual Convention National Middle School Association Annual Convention

November 4, 2005November 4, 2005

Matthew GoodmanMatthew GoodmanSchool Improvement Assistant, Springfield Public Schools, Springfield, MOSchool Improvement Assistant, Springfield Public Schools, Springfield, MO

Jerry ValentineJerry ValentineDirector, Middle Level Leadership Center, Director, Middle Level Leadership Center,

University of Missouri-Columbia, Columbia, MOUniversity of Missouri-Columbia, Columbia, MO

The IssueThe Issue

Whether or not middle schools are Whether or not middle schools are value-adding, in other words, value-adding, in other words, – ““Are middle school programs and Are middle school programs and

practices influencing student success practices influencing student success academically?”academically?”

The Emerging Middle SchoolThe Emerging Middle School

The modern day middle school has its The modern day middle school has its foundation in the origins of the junior high foundation in the origins of the junior high movement, but was not really given the movement, but was not really given the identity it currently assumes until the 1960s. identity it currently assumes until the 1960s.

During this time, two publications directed the During this time, two publications directed the educational community’s attention to the educational community’s attention to the education of young adolescents: education of young adolescents: The The Emergent Middle SchoolEmergent Middle School written by William written by William Alexander and his colleagues in 1968 and Alexander and his colleagues in 1968 and The The Middle School Middle School written by Donald Eichhorn in written by Donald Eichhorn in 1966. 1966.

Alexander and Williams’ Guidelines for a Middle School Model, Alexander and Williams’ Guidelines for a Middle School Model, 19651965

1.1. A real middle school should be designed to serve the A real middle school should be designed to serve the needs of older children, preadolescents, and early needs of older children, preadolescents, and early adolescents.adolescents.

2.2. A middle school organization should make a reality of the A middle school organization should make a reality of the long-held ideal of individualized instruction.long-held ideal of individualized instruction.

3.3. A middle school program should give high priority to the A middle school program should give high priority to the intellectual components of the curriculum.intellectual components of the curriculum.

4.4. A middle school program should place primary emphasis A middle school program should place primary emphasis on skills of continued learning.on skills of continued learning.

5.5. A middle school should provide a rich program of A middle school should provide a rich program of exploratory experiences.exploratory experiences.

6.6. A program of health and physical education should be A program of health and physical education should be designed especially for boys and girls of the middle school designed especially for boys and girls of the middle school years.years.

7.7. An emphasis on values should underline all aspects of a An emphasis on values should underline all aspects of a middle school program.middle school program.

8.8. The organization of a middle school would facilitate most The organization of a middle school would facilitate most effective use of the special competencies and interests of effective use of the special competencies and interests of the teaching staff.the teaching staff.

(Alexander & Williams, 1965, pp.219-220)

An Emerging Definition of a Middle An Emerging Definition of a Middle SchoolSchool

“…“…it is a school providing a program it is a school providing a program planned for a range of older children, planned for a range of older children, preadolescents, and early adolescents that preadolescents, and early adolescents that builds upon the elementary school program builds upon the elementary school program for earlier childhood and in turn is built for earlier childhood and in turn is built upon by the high school’s program for upon by the high school’s program for adolescents….Thus, the emergent middle adolescents….Thus, the emergent middle school may be best thought of as a phase school may be best thought of as a phase and program of schooling bridging but and program of schooling bridging but differing from the childhood and adolescent differing from the childhood and adolescent phases and programs” (Alexander, et al., phases and programs” (Alexander, et al., 1968, p.5). 1968, p.5).

The Issue Persists into the The Issue Persists into the 1970s1970s

Many alleged characteristics of the senior high Many alleged characteristics of the senior high have ‘contaminated’ the junior high—a have ‘contaminated’ the junior high—a departmentalized subject-matter curriculum, departmentalized subject-matter curriculum, interscholastic activities, sophisticated early interscholastic activities, sophisticated early socialization activities, and college and vocational socialization activities, and college and vocational preparation. And now it appears that many preparation. And now it appears that many middle schools have continued these same sins middle schools have continued these same sins by simply moving the junior high’s structure, by simply moving the junior high’s structure, program, and schedule down a grade or program, and schedule down a grade or two….Thus, it should come as no surprise that the two….Thus, it should come as no surprise that the only real differences between many middle only real differences between many middle schools and junior highs have been in name and schools and junior highs have been in name and grade organization (ASCD, 1975, pp.3-4).grade organization (ASCD, 1975, pp.3-4).

An Evolving DefinitionAn Evolving Definition

““A school of some 3-5 years between A school of some 3-5 years between the elementary and high school the elementary and high school focused on the educational needs of focused on the educational needs of students in these in-between years students in these in-between years and designed to promote continuous and designed to promote continuous educational progress for all educational progress for all concerned” (Alexander & George, concerned” (Alexander & George, 1981, p.3).1981, p.3).

Another Evolving Definition of Another Evolving Definition of a Middle Schoola Middle School

Writing in 1994 Don and Sally Clark Writing in 1994 Don and Sally Clark defined a middle school asdefined a middle school as “ “A separate school designed to meet the A separate school designed to meet the

special needs of young adolescents in an special needs of young adolescents in an organizational structure that organizational structure that encompasses any combinations of grades encompasses any combinations of grades five through nine, wherein five through nine, wherein developmentally appropriate curricula developmentally appropriate curricula and programs are used to create learning and programs are used to create learning experiences that are both relative and experiences that are both relative and interactive” (Clark & Clark, 1994, p.6).interactive” (Clark & Clark, 1994, p.6).

Consistent Growth of Middle-Level Consistent Growth of Middle-Level EducationEducation

YearYearMiddle Middle

Schools Schools

(5-6-7-8 (5-6-7-8 & 6-7-8)& 6-7-8)

Junior Junior HighsHighs

(7-8-9)(7-8-9)Total ML Total ML SchoolsSchools

19711971 23%23% 45%45% 10,44510,445

19811981 33%33% 33%33% 12,22612,226

19911991 51%51% 19%19% 12,09512,095

20002000 69%69% 5%5% 14,10714,107

20042004 71%71% 4%4% 14,95614,956

Source: www.mllc.org

Focus Through the DecadesFocus Through the Decades

1970s: Emergence and establishing a 1970s: Emergence and establishing a foundationfoundation

1980s: Defining the differences between 1980s: Defining the differences between junior highs and middle schoolsjunior highs and middle schools

1990s: Refining and challenging the basic 1990s: Refining and challenging the basic conceptsconcepts– The 1990s were the best decade in the history The 1990s were the best decade in the history

of the movement (Kasak, 2004).of the movement (Kasak, 2004). 2000s: Focus on academic excellence and 2000s: Focus on academic excellence and

social justicesocial justice

Contemporary ChallengesContemporary Challenges As the middle school movement was undergoing its As the middle school movement was undergoing its

best decade, calls were going out to illustrate its best decade, calls were going out to illustrate its ineffectiveness. ineffectiveness.

It was thought that the middle school concept and It was thought that the middle school concept and philosophy were to blame for the poor performance of philosophy were to blame for the poor performance of adolescents on standard measures of accountability. adolescents on standard measures of accountability.

Middle schools were characterized and referred to Middle schools were characterized and referred to negatively negatively – Muddle in the Middle (Bradley, 1998)Muddle in the Middle (Bradley, 1998)– Education’s Weak Link (SREB, 1998)Education’s Weak Link (SREB, 1998)– Mayhem in the Middle: How Middle Schools have Failed AmericaMayhem in the Middle: How Middle Schools have Failed America

—And How to Make them Work (Yecke, 2005)—And How to Make them Work (Yecke, 2005) Concomitantly there have been calls for a return to K-8 Concomitantly there have been calls for a return to K-8

schooling (Tucker & Codding, 1998; Juvonen, Le, schooling (Tucker & Codding, 1998; Juvonen, Le, Kaganoff, Augustine, and Constant, 2004).Kaganoff, Augustine, and Constant, 2004).

Implementation is the KeyImplementation is the Key Rather than blaming middle schools, advocates have long Rather than blaming middle schools, advocates have long

suggested that it might be because the middle school suggested that it might be because the middle school philosophy was not appropriately in place. philosophy was not appropriately in place.

Nearly twenty-years before, Valentine and Clark (1981) Nearly twenty-years before, Valentine and Clark (1981) recognized this issue, recognized this issue,

““Even the most casual observer of middle-level education can see Even the most casual observer of middle-level education can see that what the literature, the research, and the experts suggest as that what the literature, the research, and the experts suggest as appropriate, and middle-level programs as they are currently appropriate, and middle-level programs as they are currently implemented are not the same” (p.5).implemented are not the same” (p.5).

Lounsbury (2000) commented on the issue, Lounsbury (2000) commented on the issue, ““The purported academic failure of the middle school, it should be The purported academic failure of the middle school, it should be noted, is due to the fact that the tenets of the middle school have noted, is due to the fact that the tenets of the middle school have not been sufficiently implemented—not that these tenets have not been sufficiently implemented—not that these tenets have been implemented” (p.193). been implemented” (p.193).

Hayes Mizell (2002) stated of the disappointments with middle Hayes Mizell (2002) stated of the disappointments with middle schools, schools,

““The answer is that while there are thousands of The answer is that while there are thousands of schools whose schools whose names include the words ‘middle school,’ names include the words ‘middle school,’ too few of them are too few of them are engaged in the focused, demanding work engaged in the focused, demanding work necessary to serve all necessary to serve all their students well” (p.8). their students well” (p.8).

Critical DocumentsCritical Documents In today’s current middle school environment In today’s current middle school environment

three works have been influential in setting the three works have been influential in setting the agenda, focusing the debate, and providing agenda, focusing the debate, and providing direction for practitioners and policy makers.direction for practitioners and policy makers.– This We BelieveThis We Believe– Turning Points Turning Points (1989)(1989)– Turning Points 2000Turning Points 2000

These three publications have shaped and These three publications have shaped and influenced what is thought of as best practice in influenced what is thought of as best practice in middle schools at the start of the twenty-first middle schools at the start of the twenty-first century.century.

Turning Points 2000 Turning Points 2000 served as the framework for served as the framework for this study.this study.

Comparison of Turning Points and Turning Points Comparison of Turning Points and Turning Points 20002000

ConceptConcept Turning PointsTurning Points Turning Points 2000Turning Points 2000

Community of Community of LearningLearning

Creating a community for Creating a community for learning (1)learning (1)

Organize relationships for Organize relationships for learning to create a climate learning to create a climate of intellectual development of intellectual development and a caring community of and a caring community of shared educational purpose shared educational purpose (4)(4)

CurriculumCurriculum Teaching a core of common Teaching a core of common knowledge (2)knowledge (2)

Teach a curriculum Teach a curriculum grounded in rigorous, public grounded in rigorous, public academic for what students academic for what students should know and be able to should know and be able to do, relevant to the concerns do, relevant to the concerns of adolescents and based on of adolescents and based on how students learn best. (1)how students learn best. (1)

Student SuccessStudent Success Ensuring success for all Ensuring success for all students (3)students (3)

““We have recognized that We have recognized that ensuring success for every ensuring success for every student is the overall goal of student is the overall goal of the the Turning Points 2000Turning Points 2000 design, not a design, not a recommendation or means recommendation or means to attaining that goal on par to attaining that goal on par with the others, as it with the others, as it appeared in the original appeared in the original report” (Jackson & Davis, report” (Jackson & Davis, 2000b, p.24).2000b, p.24).

LeadershipLeadership Empowering teachers and Empowering teachers and administrators (4)administrators (4)

Govern democratically, Govern democratically, through direct or through direct or representative participation representative participation by all school staff members, by all school staff members, the adults who know the the adults who know the students best. (5)students best. (5)

Comparison of Turning Points and Turning Points Comparison of Turning Points and Turning Points 20002000

ConceptConcept Turning PointsTurning Points Turning Points 2000Turning Points 2000

Teacher PreparationTeacher Preparation Preparing teachers for the Preparing teachers for the middle grades (5)middle grades (5)

Staff middle grades schools Staff middle grades schools with teachers who are with teachers who are expert at teaching young expert at teaching young adolescents, and engage adolescents, and engage teachers in ongoing, teachers in ongoing, targeted professional targeted professional development opportunities. development opportunities. (3)(3)

Student HealthStudent HealthImproving academic Improving academic

performance through better performance through better health and fitness (6)health and fitness (6)

Provide a safe and healthy Provide a safe and healthy environment as part of environment as part of improving academic improving academic performance and performance and developing caring and developing caring and ethical citizens. (6)ethical citizens. (6)

Parent InvolvementParent InvolvementReengaging families in the Reengaging families in the

education of young education of young adolescents (7)adolescents (7)

Involve parents and Involve parents and communities in supporting communities in supporting student learning and student learning and healthy development. (7)healthy development. (7)Community Community

InvolvementInvolvementConnecting schools with Connecting schools with

communities (8)communities (8)

InstructionInstruction

Use instructional methods Use instructional methods designed to prepare all designed to prepare all students to achieve higher students to achieve higher standards and to become standards and to become lifelong learners. (2)lifelong learners. (2)

MethodMethod

Design of the StudyDesign of the Study– Survey developed around the seven tenets of Survey developed around the seven tenets of

TP2000TP2000– Survey distributed and conducted via online Survey distributed and conducted via online

systemsystem Building principals were contacted by email Building principals were contacted by email

explaining the importance of the study and explaining the importance of the study and requesting their participation.requesting their participation.

A link to a secure site was given in the body of the A link to a secure site was given in the body of the email, directing participants to the survey.email, directing participants to the survey.

Participants acknowledged acceptance of willingness Participants acknowledged acceptance of willingness to participate by clicking on “I accept”to participate by clicking on “I accept”

Data CollectionData Collection Initial data collection for a multi-year, longitudinal Initial data collection for a multi-year, longitudinal

studystudy Survey sent to all 5-6-7-8 & 6-7-8 middle schools Survey sent to all 5-6-7-8 & 6-7-8 middle schools

in the state of Missouriin the state of Missouri– Fall 2005Fall 2005– 243 Schools243 Schools– 99 responses at this time for this preliminary report 99 responses at this time for this preliminary report

(41% return at this time)(41% return at this time) Cross-Sectional ResearchCross-Sectional Research

“…“…provides a portrait of a group during one time period, provides a portrait of a group during one time period, now or in the past” (Fink, 2003, p.53). now or in the past” (Fink, 2003, p.53).

Student achievement and building demographic Student achievement and building demographic data collected annually from State Department of data collected annually from State Department of Education’s websiteEducation’s website

Data AnalysisData Analysis

Correlations of Programs and Correlations of Programs and Practices with Communication Arts Practices with Communication Arts Statewide Achievement Data Statewide Achievement Data

Tests of Differences for Programs and Tests of Differences for Programs and Practices after sorting schools into Practices after sorting schools into “outlier” upper-third and lower-third“outlier” upper-third and lower-third

Percent of students receiving free and Percent of students receiving free and reduced lunch was a control variable reduced lunch was a control variable on all testson all tests

Preliminary Findings:Preliminary Findings:Partial CorrelationsPartial Correlations

Partial Correlations between Partial Correlations between Programs & Practices and Student Programs & Practices and Student Achievement in Communication ArtsAchievement in Communication Arts– Medium-size correlations, .20-.40Medium-size correlations, .20-.40– Confidence-level, .05Confidence-level, .05– Percent of students receiving free & Percent of students receiving free &

reduced lunch was used as a control reduced lunch was used as a control variable variable

Preliminary Findings: Preliminary Findings: TeamingTeaming

– Team Member Coordination of Team Member Coordination of Assignments and Assessments (.253)Assignments and Assessments (.253)

– Degree of Team Cohesion and Harmony Degree of Team Cohesion and Harmony (.322)(.322)

– Team Disposition--Composite (.260)Team Disposition--Composite (.260) Address Student NeedsAddress Student Needs High Expectations for All StudentsHigh Expectations for All Students Degree of Team Cohesion and HarmonyDegree of Team Cohesion and Harmony Team Maturation and Interaction with Team Maturation and Interaction with

students, parents, and peersstudents, parents, and peers

Preliminary Findings: Preliminary Findings: Staff ExpertiseStaff Expertise

Support for New Teachers--Support for New Teachers--Composite (.238)Composite (.238)– New teacher induction programNew teacher induction program– New teacher mentoring programNew teacher mentoring program– New teacher orientation by principal or New teacher orientation by principal or

districtdistrict– OtherOther

Support for New Teachers--Others Support for New Teachers--Others (.289)(.289)

Preliminary Findings:Preliminary Findings:Leadership ExpertiseLeadership Expertise

Leadership Team Expertise--Leadership Team Expertise--Composite (.233)Composite (.233)– Presence of leadership teamPresence of leadership team– Principal’s years of experiencePrincipal’s years of experience– Principal’s highest degreePrincipal’s highest degree

Principals’ highest educational Principals’ highest educational degree (.283)degree (.283)

Preliminary Findings: Preliminary Findings: Staff & EnrollmentStaff & Enrollment

Ratio of FTE’s devoted to leadership Ratio of FTE’s devoted to leadership to Enrollment (.293)to Enrollment (.293)

Ratio of FTE’s devoted to core Ratio of FTE’s devoted to core teaching to enrollment (.305)teaching to enrollment (.305)

School Enrollment (.293)School Enrollment (.293)

Preliminary Findings: Preliminary Findings: Exploratory ProgramsExploratory Programs

Degree to which curriculum is Degree to which curriculum is exploratory (provides students with exploratory (provides students with opportunities to broaden their views opportunities to broaden their views of the world and themselves) (-.259)of the world and themselves) (-.259)

Preliminary Findings:Preliminary Findings:ANCOVAANCOVA

The results were categorized into The results were categorized into upper and lower thirds for upper and lower thirds for communication arts student communication arts student achievementachievement

This technique assessed the This technique assessed the differences in means for the variables differences in means for the variables while controlling for free & reduced while controlling for free & reduced lunchlunch

Significance level: .05Significance level: .05

Preliminary Findings: Preliminary Findings: TeamingTeaming

Team Disposition—Composite Team Disposition—Composite (Sig .002)(Sig .002)– High Expectations for All Students (.010)High Expectations for All Students (.010)– Degree of Team Cohesion and Harmony Degree of Team Cohesion and Harmony

(.001)(.001)– Team Maturation and Interaction with Team Maturation and Interaction with

students, parents, and peers (.029)students, parents, and peers (.029)

Preliminary Findings:Preliminary Findings:Professional DevelopmentProfessional Development

Professional Development Professional Development Experiences—Composite (.002)Experiences—Composite (.002)– Resources and lessonsResources and lessons– Grade level needsGrade level needs– Team level needsTeam level needs– Visits to other schoolsVisits to other schools– Academic subject matterAcademic subject matter

Professional Development focused on Professional Development focused on grade level needs (.014)grade level needs (.014)

Preliminary Findings:Preliminary Findings:ReadingReading

Reading Supports—Composite (.022)Reading Supports—Composite (.022)– Remedial instructionRemedial instruction– After-school tutoringAfter-school tutoring– Book clubsBook clubs– School-wide reading programsSchool-wide reading programs– Incentives for readingIncentives for reading– Literacy coaches who work with Literacy coaches who work with

teachersteachers

Degree to which Degree to which educators in our school educators in our school practice middle school practice middle school

philosophy (.001)philosophy (.001)

Preliminary Findings: Preliminary Findings: Almost SignificantAlmost Significant

Percent of Staffing Devoted to Core Percent of Staffing Devoted to Core Class Instruction (.062)Class Instruction (.062)

School Enrollment, total number of School Enrollment, total number of pupils in school (.059)pupils in school (.059)

We anticipate final results of this We anticipate final results of this study being reported by January study being reported by January 2006.2006.

To monitor the progress of this study, To monitor the progress of this study, check the website of the Middle Level check the website of the Middle Level Leadership Center atLeadership Center at– www.mllc.orgwww.mllc.org

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