Does the Middle School Model Make a Difference? Relating Measures of School Effectiveness to Recommended Best Practices

Mark Olofson,David Knight

doi:10.3390/educsci8040160

Mark Olofson, David Knight

Open Access

https://doi.org/10.3390/educsci8040160

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Journal: Education sciences	Publication Date: Sep 24, 2018
Citations: 1	License type: CC BY 4.0

Affiliation: The University of Texas at El Paso

Abstract

Since the emergence of middle schools as distinct educational settings in the 1960s, proponents of the model have advocated for structures and approaches that best meet the particular developmental needs of young adolescents. Middle school researchers have developed frameworks of best practices for schools that have been widely, if not uniformly, adopted. However, there is a paucity of large-scale quantitative research on the efficacy of such best practices. In this study we used state-level administrative data from Texas to estimate the school-level contribution to standardized test scores in math and language arts, along with absenteeism. We then regressed these value-added quantities on indicators of middle school structures, along with research-supported predictors of school efficacy. Results showed that schools with fewer classes in the school day and higher quality teachers performed better, among other indicators. Findings from models using the campus contribution to absenteeism were similar. These results indicate that while elements of the middle school model may help transform individual schools, the equitable distribution of resources and the undoing of de facto segregation are vital to the success of all young adolescents.

Highlights

Middle schools are distinct educational settings which educate young adolescent learners
These results demonstrate the moderate level of correlation (r = 0.56, pooled sample) between the math and English language arts (ELA) value added effects, indicating that schools which support growth in mathematics achievement tend to support growth in ELA achievement
Over the past 50 years, proponents of the middle school model have argued for an education model for young adolescents that is suited to their needs

Summary

Introduction

Middle schools are distinct educational settings which educate young adolescent learners. Association defined and refined what it means to be a middle school which provides an education that meets the needs of all young adolescent learners [3] Their “This We Believe” framework has driven many small and large scale reform efforts, while providing guidance for research in middle level education [2]. Adolescence is a time for physical, intellectual, emotional, physiological, social, and moral development [13] To support this development, middle school advocates have identified numerous features of middle schools and best practices in middle school teaching [3,4]. One such feature vital for the success of middle schools is the presence of educators who value young adolescents and are prepared to teach them This indicates the need for highly qualified teachers, those who are prepared for the middle grades [4]. Middle grades researchers have consistently supported the importance of middle grades-specific preparation for teachers to be successful [14,15,16]

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