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• W1519442080 abstract "ABSTRACT From time to time critics of the level publish works that suggest that our philosophy is too much ''feeling good and not enough academic substance. Confusing this debate is the current trend of districts (especially large urban ones) to reconfigure their to K-8 neighborhood schools. Here the author takes a long look at this criticism and uses solid research to answer these critics. INTRODUCTION Schools implementing the school concept are succeeding throughout the country; that are not - whatever their grade configurations - are not meeting expectations. The fact that 6-8 are being phased out by several high profile urban districts because they are not working in order to implement K-8 configurations is no evidence that middle schools are failing. The myth of school failure has gotten much currency in the popular press (Wallis, 2005) and from the statements of big-city administrators busy shifting thousands of 11 to 14 year olds from school to school. However, a critical look at the evidence from a number of sources does not support belief in this myth. A move to K-8 in districts that did not make 6-8 work does not inspire confidence that these K-8 will be much more successful in educating young adolescents. While young adolescents can be well educated in K-8 schools, it takes much more than grade configuration to deliver a sound educational program. Let me be clear that young adolescents can be well educated in K-8 settings. One big city district, Chicago, never abandoned K-8 in the first place. Chicago has maintained dozens of these right up to the present. Numerous other school districts have successfully housed young adolescents in K-8 settings. However, grade configuration is a relatively weak factor in determining successful schools. VIABLE MIDDLE SCHOOL MODELS If grade level configuration per se is a weak indicator of school success, what is stronger? Middle grades programs and practices taught by highly qualified teachers housed in with strong leadership. Those programs and practices associated with grades reform models have proven to be effective in improving student outcomes, including achievement. There is a growing body of research done on that are faithfully implementing the school models (Borman, Hewes, Overman, & Brown, 2003). The most researched is the Turning Points model (Carnegie Council on Adolescent Development, 1989; Jackson & Davis, 2000). When the Turning Points model is faithfully implemented and maintained, the research is overwhelmingly positive regarding student achievement and behavioral outcomes (Anfara & Lipka, 2003; Backes, Ralston, & Ingwalson, 1999; Davis & Thompson, 2004; Erb & Stevenson, 1999; Felner, Jackson, Kasak, Mulhall, Brand, & Flowers, 1997; Flowers, Mertens, & Mulhall, 1999, 2000, 2003; Mertens & Flowers, 2003; Picucci, Brownson, Kahlert, & Sobel, 2004; Stevenson & Erb, 1998; Warren & Muth, 1995). Turning Points is only the most widely implemented and most researched of the recognized school reform models. The National Forum to Accelerate Middle Grades Reform (n.d.) has recognized eight grades reform models. In addition to Turning Points, the National Forum has designated AIM at Middle-Grades Results, Different Ways of Knowing, Making Middle Grades Work, Making Middle Schools Work, Middle Start, Success for All Middle School Program, and Talent Development Middle School Model. Five of these models can be found in the Catalog of School Reform Models maintained by the Northwest Regional Educational Laboratory (NWREL) (2005). Borman, et al. (2003) used the NWREL list as the basis for identifying the school reform models that they studied. They reviewed 49 studies dealing with the outcomes of implementing these reform models. The most studied is the Success for All Model. …" @default.
• W1519442080 created "2016-06-24" @default.
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• W1519442080 date "2006-07-01" @default.
• W1519442080 modified "2023-09-24" @default.
• W1519442080 title "Middle School Models Are Working in Many Grade Configurations to Boost Student Performance" @default.
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