Research from the Field
Putting Middle Grades Students on the Graduation Path: A Policy and Practice Brief
Research has shown that, particularly in high-poverty environments, students' middle grades experiences are critical in launching them toward achievement and attainment or placing them on a path of frustration, failure, and early exit from the only secure path to adult success—finishing high school. Our challenge is to use our considerable knowledge of how the middle grades can be transformed to enable all students to stay on the graduation path. "Putting Middle Grades Students on the Graduation Path: A Policy and Practice Brief" covers the major research findings and shares specific policy and practice suggestions to improve student success.
This policy and practice brief is based on more than a decade of research and development work at the Center for the Social Organization of Schools (CSOS) at Johns Hopkins University as well as direct field experience in more than 30 middle schools implementing comprehensive reform and a long-standing collaboration with the Philadelphia Education Fund and several middle schools that serve high-poverty populations in Philadelphia.
Putting Middle Grades Students on the Graduation Path: A Policy and Practice Brief
Executive Summary
NAEP Writing Assessment
The National Assessment of Educational Progress (NAEP), the Nation's Report Card, has released results of the 2007 writing assessment. The assessment was given to approximately 40,000 students in 8th grade and about 28,000 students in 12th grade. The 8th grade sample provides results for the nation, for 45 states, and 10 urban school districts. The 12th grade sample reflects national results only.
Among items of note is that there were statistically significant gains in writing at the 8th grade level. Eighty-eight percent of all 8th grade students were at or above basic level, (compared to 85% in 2002 and 84% in 1998), and 33 percent were at or above proficient (compared to 27% in 1998). Since the last assessment, 19 states, three districts, and the Department of Defense schools made gains. Improvements across several student groups were noted.
It is also significant that scores for Black and Hispanic students increased by 10 points, compared to 1998; and the gap between White and Black students decreased from the 2002 and 1998 assessments.
The entire report is available at the The Nation's Report Card.
What Makes Middle Schools Work
A Report on Best Practices in New York State Middle Schools
This report, released by Just for the Kids—New York in conjunction with the University of Albany—State University of New York, looks at 10 higher-performing schools to get a better understanding of the factors that predict their success and to learn how those commonalities can be replicated in other schools.
Best Practices
Strategies to Engage Middle Level Learners
This short article at the Web site of the Center for Comprehensive School Reform and Improvement (CCSRI), done in collaboration with NMSA, offers a concise research review of best middle grades practices to engage learners. You'll also find links to additional resources and key research documents. CCSRI is a national clearinghouse for best instructional practices, maintained under a federal contract by Learning Point Associates, the successor to NCREL.
Grade Configuration
The issue of grade configuration for middle level schools has received much attention over the past few years. Below are recent research studies looking at this issue.
Reexamining Middle School Effects: A Comparison of Middle Grades Students in Middle Schools and K–8 Schools
Weiss & Kipnes
The Relationship Between Middle Level Grade Span Configuration, Professional Development, and Student Achievement
Schmitt
Comparing Achievement between K–8 and Middle Schools: A Large-Scale Empirical Study (requires an online subscription)
Byrnes and Ruby (Johns Hopkins University)