¿Cómo difieren las escuelas en cuanto a la configuración de grados?
Las escuelas en Estados Unidos se organizan de distintas maneras: algunas escuelas incluyen los grados del kindergarten al 3º, 4º, 5º, 6º, 8º, 9º o 12º grados; otras se organizan como escuelas intermedias, institutos de enseñanza media y de segunda enseñanza y otras constan de estudiantes de un solo grado, como un centro de kindergarten o del noveno grado. Algunas escuelas incluyen el nivel pre-kindergarten. El Centro Nacional para Estadísticas Educativas (National Center for Education Statistics, 2002) del Departamento de Educación de EE.UU., ofrece datos sobre el número de distritos escolares públicos que ofrecen instrucción y el porcentaje de estudiantes en asistencia, organizados según la gama de grados y por estado, para el año escolar 2000-2001 (http://nces.ed.gov/pubs2003/2003310.pdf, Table 3).
Configuraciones de un solo grado
La literatura sugiere que algunos distritos escolares han encontrado ventajas en escuelas que contienen estudiantes de un solo grado, aunque estas ventajas no necesariamente son apoyadas por la investigación (Reents, 2002):
- Un centro para un solo grado, como una escuela sólo para estudiantes del noveno grado, puede desarrollar programas específicos para las necesidades de esa edad.
- Al quitar estudiantes de varias escuelas se puede aliviar la congestión de estudiantes de esas escuelas.
- Los estudiantes tal vez podrían participar en un nivel igual en más actividades y tener menos influencia de estudiantes mayores.
- El mayor número de estudiantes en centros de un solo grado tal vez permita que la escuela aumente el número de cursos ofrecidos.
La literatura también sugiere posibles desventajas de configuraciones de grados separados (Hopkins, 1997):
- Se aumenta el costo y la distancia del tránsito de los estudiantes, particularmente en un distrito escolar que abarca una zona extensa.
- Podría disminuirse la participación de los padres, posiblemente afectada por la distancia a la escuela y el número de escuelas a las que asisten los hijos de una misma familia.
- Los estudiantes tienen que hacer un número mayor de transiciones entre escuelas.
- Se ofrecen menos oportunidades de interacción entre estudiantes de diferentes edades.
Hopkins (1997) también sugiere algunos factores adicionales que los distritos escolares podrían considerar:
- La combinación de escuelas en centros de grados separados podría influir sobre la decisión de cerrar o no escuelas del vecindario.
- Los edificios modernos tal vez tengan un diseño más apropiado para varios niveles de grados.
- La población de la escuela podría aumentar o disminuir considerablemente a medida que las configuraciones cambian.
Otras configuraciones de grados: Escuelas intermedias, kindergarten al 12º grado (K-12)
"Mucho de lo que ha pasado respecto a la estructura de grados de escuelas puede atribuirse al desarrollo de la escuela intermedia" (Franklin y Glascock, 1996, p. 4). La separación de estudiantes en el 5º y el 6º grado, o el 7º y el 8º, en escuelas intermedias se justifica en algunos distritos escolares ya que creen que las escuelas intermedias satisfacen mejor las necesidades de desarrollo de jóvenes pre-adolescentes. Como señala Howley (2002), las necesidades de desarrollo de adolescentes jóvenes difieren de las de niños de primaria y de adolescentes mayores. "Las escuelas intermedias que responden bien al desarrollo tienen que tomar en cuenta todo lo que se sabe acerca de los adolescentes jóvenes y el contexto cultural en el que viven" (Lounsbury, 1996). La cantidad de escuelas intermedias vio un aumento del 35% entre 1967 y 2000 (http://nces.ed.gov/programs/digest/d01/dt095.asp).
En la década pasada, los investigadores también demostraron un interés renovado en escuelas que abarcan los grados del kindergarten al 12º. Un estudio de escuelas rurales que examinó la relación entre configuración de grados y el rendimiento estudiantil en Louisiana, halló que los estudiantes en escuelas rurales del kindergarten al 12º (K-12) pasaron los exámenes de logro tan bien o mejor que los estudiantes en escuelas primarias, intermedias o secundarias separadas. Los estudiantes en zonas de mucha pobreza también pasaron mejor en las escuelas K-12 (Franklin y Glascock, 1996). Un estudio similar en Texas analizó datos de un estudio de 1.001 escuelas secundarias de Texas, incluso 116 escuelas K-12. Este estudio produjo resultados similares (Bickel, Howley, Williams y Glascock, 2000).
¿Qué efecto tienen las configuraciones de grado en las transiciones?
La división de escuelas primarias en configuraciones que incluyen menos grados exige que los estudiantes hagan varias transiciones de una escuela a otra. Los investigadores notan que las transiciones podrían ocasionar estrés a los estudiantes:
- Alspaugh (1999) halló una pérdida significativa de logros durante cada año de transición. También halló que algunos estudiantes ganan al año siguiente lo que han perdido, pero pareciera que los estudiantes que hacen menos transiciones necesitan menos años para recuperar las pérdidas de logro causadas por transiciones.
- Otro estudio halló que cada vez que los estudiantes cambiaron de escuela, aumentaron sus sentimientos de anonimato. Los investigadores que hallaron que estudiantes del sexto grado, tanto en escuelas primarias como en escuelas K-12, lograron más que estudiantes en escuelas intermedias o de enseñanza media consideraron que el número de transiciones era un factor significativo. Este estudio consideró 8 escuelas con 7 gamas de grados distintas y de 82 a 1.200 estudiantes. Las escuelas estaban ubicadas en áreas tanto urbanas como rurales en 5 estados del Noroeste. El número de grados en las escuelas variaba desde 1 a 11 (Paglin y Fager, 1997).
- Otro estudio de investigación halló que las muchachas en la adolescencia temprana sufrieron un descenso en el amor propio, la participación extracurricular y los comportamientos de liderazgo al hacer la transición a la escuela intermedia o de enseñanza media, que no ocurría si permanecían en una situación de escuela primaria. Este estudio halló que los efectos de esta transición se mantuvieron durante los años escolares. Para los varones, el estudio halló efectos negativos similares en la participación extracurricular y en las notas, pero no en el amor propio, al hacer la transición a la escuela intermedia o de enseñanza media. Los autores concluyeron que la situación de relativa protección de la escuela primaria quitó estrés producido por la entrada a la adolescencia, tanto para los varones como para las mujeres. Los estudiantes que no habían pasado por el estrés de la transición más temprana, parecieron pasarlo mejor que otros estudiantes durante la transición a la escuela secundaria (Simmons y Blyth, 1987).
- Franklin y Glascock (1996) hallaron que los varones del sexto grado tuvieron más suspensiones disciplinarias en escuelas intermedias y de enseñanza media que en escuelas primarias, posiblemente relacionado a los efectos de la transición, la organización de la escuela o su tamaño. Este estudio se basó en datos recogidos de todas las escuelas públicas de Louisiana durante el año escolar de 1992-1993.
¿Cuáles son los factores considerados por los distritos escolares al tomar decisiones sobre la configuración de grados?
Investigadores del Northwest Regional Educational Laboratory (Laboratorio Educativo de la Región Noroeste) estudiaron ocho escuelas con siete arreglos diferentes de grados. Examinaron el historial de la decisión de cada escuela sobre la configuración de grados junto con las ventajas y desventajas observadas con cada configuración y los comentarios de los directores sobre el éxito de sus programas (Paglin y Fager, 1997). Basado en esta investigación, Paglin y Fager compilaron una lista de nueve factores que los distritos escolares tal vez quisieran considerar al tomar decisiones sobre las configuraciones de grados de escuelas individuales:
- El costo y la distancia del tránsito de los estudiantes, particularmente en un distrito escolar que abarca una zona extensa
- Un posible aumento o declive en la participación de los padres, tal vez afectada por la distancia a la escuela y el número de escuelas a las que asisten los hijos de una misma familia
- El número de alumnos en cada nivel de grado, el cual podría afectar las agrupaciones en clases y la oferta de cursos
- Los efectos de la situación escolar en el rendimiento, particularmente para los grados 6º al 9º
- El efecto sobre la cuestión de si las escuelas del vecindario cierran o quedan abiertas
- El número de transiciones entre escuelas para los estudiantes
- Las oportunidades de interacción entre las categorías de edad
- La influencia de estudiantes mayores en los menores
- El diseño del edificio-¿es apropiado para unos cuantos niveles de grado o para varios?
Paglin y Fager concluyeron que el diseño de un sistema escolar para configurar una gama particular de grados en escuelas individuales, no garantiza que los estudiantes aprendan bien ni que estén bien ajustados.
Referencias
Alspaugh, John W. (1999). The interaction effect of transition grade to high school with gender and grade level upon dropout rates. Montreal: American Educational Research Association. (Documento de ERIC No.ED431066)
Bickel, Robert; Howley, Craig; Williams, Tony y Glascock, Catherine. (2000, November). Will the real "Texas miracle in education" please stand up? Grade span configuration, achievement, and expenditure per pupil. Randolph, VT: Rural School and Community Trust. (Documento de ERIC No. ED447995)
Franklin, Bobby J., y Glascock, Catherine H. (1996, October). The relationship between grade configuration and student performance in rural schools. Paper presented at the Annual Conference of the National Rural Education Association, San Antonio, TX. (Documento de ERIC No. ED403083)
Hopkins, Gary. (1997, September 8). Grade configuration: Who goes where? Education World [En línea]. Disponible: http://www.educationworld.com/a_admin/admin/admin017.shtml
Howley, Craig.
(2002, March). Grade-span configurations. American Association
of School Administrators [En línea]. Disponible: http://www.aasa.org/publications/saissuedetail.cfm?
ItemNumber=1790&snItemNumber=950&tnItemNumber=951
Lounsbury, John H. (1996). Key characteristics of middle level schools [En línea]. Digest de ERIC. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. (Documento de ERIC No. ED401050). Disponible: http://ceep.crc.uiuc.edu/eecearchive/digests/1996/louns96.html.
National Center for Education Statistics. (2002). Directory of public elementary and secondary education agencies, 2000-2001 [En línea]. Disponible: http://nces.ed.gov/pubs2003/2003310.pdf.
Paglin, Catherine, y Fager, Jennifer. (1997, July). Grade configuration: Who goes where [En línea]. Disponible: http://www.nwrel.org/request/july97/index.html.
Reents, Jennifer Newton. (2002, March). Isolating 9th graders. School Administrator [En línea]. Disponible: http://www.aasa.org/publications/saarticledetail.cfm?ItemNumber=2668
Simmons, Roberta G., y Blyth, Dale A. (1987). Moving into adolescence: The impact of pubertal change and school context. Hawthorne, NY: de Gruyter.
Recursos en el Web (en inglés a menos que se indique lo contrario)
Should Sixth Grade Be in Elementary or Middle School? An Analysis of Grade Configuration and Student Behavior (2007)
http://www.pubpol.duke.edu/research/papers/SAN07-01.pdf
The Academic
Effectiveness of Small-Scale Schooling (An Update)
(La eficacia académica de escuelas en pequeña escala-Una
actualización)
http://www.ericdigests.org/1995-1/small.htm
Age Appropriate Schools
(Escuelas apropiadas para la edad)
http://www.djainc.com/ageappropriateschools.pdf
The Case for the Elemiddle School
(El argumento en pro de la escuela que combina los grados de primaria e intermedios)
http://www.naesp.org/ContentLoad.do?contentId=534
Elementary Grade Configuration Report, Frost and McCoy Elementary Schools This report contains research and recommendations on the grade configuration of two elementary schools. Key points of considerations include: transportation costs, parent involvement, staffing, special programs, educational equity and diversity, assessment of existing facilities, and budget implications.
(Informe de la configuración de grados en las escuelas primarias Frost y McCoy. Este informe contiene investigación y recomendaciones sobre la configuración de grados en dos escuelas primarias. Las consideraciones claves incluyen: los costos del transporte, la participación paternal, el personal, los programas especiales, la equidad y diversidad educativas, la evaluación de las instalaciones existentes y las implicaciones para el presupuesto.)
http://www.georgetownisd.org/filing_cabinet/curriculum/
ElementaryGradeConfigurationReport.pdf
Evidence for Moving to K-8 Model Not Airtight
http://www.edweek.org/ew/articles/2008/01/16/19k8.h27.html?print=1 Registro (gratis) requirido.
Grade Configuration
(La configuración de grados)
http://www.edfacilities.org/rl/grade_configuration.cfm
Grade Configuration:
Who Goes Where? (Education World)
(La configuración de grados: ¿Quién va adónde?-de
la revista Education World)
http://www.educationworld.com/a_admin/admin/admin017.shtml
Grade Configuration-Who
Goes Where (full-text report from the Northwest Regional Educational
Laboratory)
(La configuración de grados: quién va adónde-informe
del texto completo del Laboratorio Educativo de la Región
Noroeste)
http://www.nwrel.org/request/july97/article2.html
Grade Configuration
Study Committee Final Report (Hopkinton, MA)
(Informe final del Comité de Estudio de Configuración
de Grados-Hopkinton, Massachusetts)
http://www.hopkinton.k12.ma.us/newweb2/schoolcommittee/building_projects/Buildingprojects/
GRADE_CONFIG_FEB_02.pdf
Grade-Level
Configurations (Configuraciones de niveles de grado)
http://www.aasa.org/publications/saissuedetail.cfm?ItemNumber=1790
Grade Span
(ERIC Clearinghouse on Educational Management)
(La gama de grados en una escuela-Servicio Informático sobre
la Administración Educativa de ERIC)
http://eric.uoregon.edu/trends_issues/organization/grade_span.html
Grade Span Configurations
http://www.aasa.org/publications/saarticledetail.cfm?ItemNumber=2672
Grade Span
Configurations and Reconfigurations: With Rural Dilemmas in Mind
(Configurar y reconfigurar la gama de grados de escuelas teniendo
presentes dilemas rurales)
http://oak.cats.ohiou.edu/~howleyc/gradespan1b.htmNota del Editor: Esta dirección de Internet ya no está activa.
The Hobbit Effect: Why Small Works in Public Schools
http://www.ruraledu.org/site/apps/nl/content3.asp?c=
beJMIZOCIrH&b=1842453&ct=2907931
High School
Size, Achievement Equity, and Cost: Robust Interaction Effects and
Tentative Results
(El tamaño de las escuelas secundarias, la equidad de logros
y el costo: Efectos interactivos robustos y resultados tentativos)
http://epaa.asu.edu/epaa/v9n40.html
In the Middle:
Characteristics of Public Schools with a Focus on Middle Schools
(En el medio: Características de escuelas públicas
con un enfoque en escuelas intermedias)
http://nces.ed.gov/programs/quarterly/vol_2/2_3/elem_middle.asp
K-8 Schools:
An Idea for the New Millenium?
(Escuelas del kindergarten al 8º grado: ¿Una idea para
el nuevo milenio?)
http://www.educationworld.com/a_admin/admin/admin115.shtml
The (Limited) Evidence Regarding Effects of Grade-Span Configurations on Academic Achievement: What Rural Educators Should Know. ERIC Digest.
(La evidencia (limitada) sobre los efectos de configuraciones de grados en el logro académico: Información necesaria para educadores rurales. Digest de ERIC)
http://www.ael.org/digests/edorc02-2.pdf
Middle School Goes the Way of Junior High
(La escuela intermedia correrá la misma suerte como los institutos de enseñanza media)
http://www.baltimoresun.com/news/local/bal-md.edbeat02jun02,0,2542113.columnNota del Editor: Esta dirección de Internet ya no está activa.
Motivation
and Middle School Students (La motivación y los estudiantes
de escuelas intermedias)
http://ceep.crc.uiuc.edu/eecearchive/digests/1998/anderm98.html
NMSA (National
Middle School Association) Research Summary (#)1: Grade Configuration
(Asociación Nacional de Escuelas Intermedias-Resumen de investigación
Nº 1: La configuración de grados)
http://www.nmsa.org/Research/ResearchSummaries/Summary1/tabid/252/Default.aspxNota del Editor: Esta dirección de Internet ya no está activa.
NMSA (National
Middle School Association) Research Summary (#)8: Grade 5 in the
Middle School
(Asociación Nacional de Escuelas Intermedias-Resumen de investigación
Nº 8: El 5º grado en la escuela intermedia)
http://www.nmsa.org/Research/ResearchSummaries/Summary8/tabid/261/Default.aspxNota del Editor: Esta dirección de Internet ya no está activa.
Number of Regular Public School Districts Providing instruction and Percentage of Students in Membership, by Grade Span and by state: School year 2000-01
(La cantidad de distritos escolares públicos comunes que ofrecen instrucción y el porcentaje de estudiantes que asisten, según la configuración de grados y el estado – año escolar 2000-2001.)
http://nces.ed.gov/programs/quarterly/vol_4/4_3/3_4_t1.asp#table-4
Public Elementary
Schools, by Grade Span and Average School Size, by State: 2000-2001
Table 3 (To view this table, click on Table 3 under Summary Tables.)
(Escuelas primarias públicas, organizadas según la
gama de grados y su tamaño promedio, por estado: Tabla 3
de 2000-2001. Para ver esta tabla, haga "clic" en Table
3 bajo Summary Tables)
http://nces.ed.gov/pubs2003/2003310.pdf
The Relationship Between Middle Level Grade Span Configuration, Professional Development, and Student Achievement
(La relación entre la configuración de grados en centros de enseóanza media, el desarrollo profesional y el logro estudiantil)
http://www.nmsa.org/research/rmle/spring04/pdf/article_1.pdf [Editor's note (12-14-05): this url is no longer active.]
Research about
School Size and School Performance in Impoverished Communities.
Digest de ERIC
(Investigación sobre el tamaño de las escuelas y el
rendimiento escolar en comunidades empobrecidas)
http://www.ericdigests.org/2001-3/size.htm
Research Summary on Grade Level Configurations
(Resumen de investigación sobre configuraciones de grados)
http://www.nsba.org/site/doc.asp?TrackID=&SID=1&DID=9534&CID=282&VID=2
Revival of the K-8 School
http://www.aasa.org/publications/saissuedetail.cfm?ItemNumber=1790&snItemNumber=950&tnItemNumber=951
The Rise of the ‘Elemiddle’ School
(El ascenso de la escuela primaria–media)
http://www.aasa.org/publications/saarticledetail.cfm?ItemNumber=984&snItemNumber=950&tnItemNumber=951
Schools by Type: State of California, 2002-03 Schools vary in their grade-level configuration. Most elementary schools encompass K-5, middle schools 6-8, junior high 7-9, and high schools 9-12
(Clasificación de escuelas según el tipo: Estado de California, año escolar
2002-2003. Escuelas varían de acuerdo con su configuración de grados. La mayor
ía de las escuelas primarias abarcan del kindergarten al 5º grado, las
escuelas intermedias del 6º al 8º y los colegios, del 9º al 12º.)
http://www.ed-data.k12.ca.us/
profile.asp?level=04&reportNumber=16#schoolsbytype
The Transition
to Middle School (La transición a la escuela intermedia)
http://ceep.crc.uiuc.edu/eecearchive/digests/1998/schuma98.html
Education World:
Where Does Sixth Grade Belong?
(Mundo de Educación: ¿Dónde se halla el lugar
adecuado del sexto grado?)
http://www.educationworld.com/a_admin/admin/admin060.shtml
Recursos de ERIC
Cómo obtener documentos de ERIC y artículos de revistas:
Las referencias identificadas por ED (documento de ERIC), EJ (periódico de ERIC) o por un número PS se citan en la base de datos ERIC. El texto completo de algunos documentos de ERIC (citaciones identificadas por un número ED) se ofrece sin costo en el sitio Web de ERIC: http://www.eric.ed.gov. Los artículos de periódicos están disponibles del periódico original, por medio de servicios de préstamos entre bibliotecas, o de servicios de reproducción de artículos.
Búsqueda de ERIC utilizando "Grade Span Configuration" (configuración de grados) como "identificador" o "Instructional Program Divisions" (divisiones en programas de instrucción) o "School Organization" (organización escolar) como "descriptores." Varios niveles de grado, como kindergarten al 2º o 3º al 5º o 9º al 12º pueden utilizarse como palabras claves en combinación con el "identificador" o los "descriptores".
Si le gustaría
llevar a cabo sus propias búsquedas gratuitas de la base
de datos ERIC por medio del Internet, sírvase ir a http://www.eric.ed.gov/ERICWebPortal/Home.portal?_
nfpb=true&_pageLabel=ERIC_Search.
Grade Configuration
ERIC database search through 05/2005
ED479332 TM035136
Title: The Effect of Grade Span Configuration and School-to-School Transition on Student Achievement.
Author(s): Wren, Stephanie D.
Pages: 18
Publication Date: 2003
Available from: EDRS Price MF01/PC01 Plus Postage.
Language: English
Document Type: Reports--Research (143)
Geographic Source: U.S.; Michigan
Journal Announcement: RIEAPR2004
The effect of grade span configuration (grouping of grades in schools) and school-to-school transition on student achievement was investigated. The Michigan Education Assessment Program test was used to collect data on the passing rate of students in 232 schools in a large urban inner city school district in the midwest. The results indicate that grade span configuration and school-to-school transition had significant positive and negative effects on student achievement respectively. The paper discusses implications for school districts. (Author)
Descriptors: *Academic Achievement; Elementary Secondary Education; *Grade Span Configuration; *Instructional Program Divisions; State Programs; Testing Programs; Transfer Students; Urban Schools
Identifiers: Michigan Educational Assessment Program; *Transition Time
EJ640942 EA539336
Title: Revival of the K-8 School.
Author(s): Pardini, Priscilla
Source: School Administrator, v59 n3 p6-12 Mar 2002
Publication Date: 2002
ISSN: 00036-6439
Language: English
Document Type: Journal articles (080); Reports--General (140); Reports-- Descriptive (141)
Journal Announcement: CIJJUL2002
Describes the reasons for renewed interest in the K-8 school model, including dissatisfaction with middle schools, research linking improved academic achievement with K-8 grade configuration, and parent support. Includes examples of districts that have converted middle schools to K-8 schools. Identifies the challenges districts face in moving to K-8 schools. (PKP)
Descriptors: Educational Research; Elementary Education; *Elementary Schools; Middle Schools; *School Restructuring
ED473710 PS031086
Title: Update on the Relationship between Elementary Grade Span
and Student Achievement: Identification of Human Interactions and
Behaviors in a Kindergarten-2nd Grade Configured Young Primary Elementary
Which Resulted in Superior Student Achievement Observed in the 4th
and 5th Grade.
Author(s): Norwood, H. S.
Publication Date: December 15, 2002
Available from: EDRS Price MF01/PC02 Plus Postage.
Language: English
Document Type: Reports--Research (143)
Geographic Source: U.S.; Alaska
Journal Announcement: RIEOCT2003
This cross-sectional study used primarily quantitative methods to investigate the superior achievement of 4th- and 5th-grade students at Alaska's Kenai Peninsula Borough School District who as young elementary students had attended K-2 primary school, compared to peers who had attended a K-6, K-8, or K-12 configured school. Since this study was limited to a single school district that included all four elementary school configurations in communities that were found to be similar, variables that historically confuse the application of results to conclusions were systematically eliminated as causal factors. To study the effect of the remaining variables on student outcome, educational instructors that had experience teaching in both a K-2 and other configurations within the district were surveyed. The survey findings revealed the magnitude of the variance between causal agents known to affect future student success that exists in the K-2 versus other configuration elementary schools. In order of decreasing magnitude, the following variables are more prevalent in the K-2 environment than in other configurations, and their increased presence related to superior student achievement in later years: Resources, Parental Involvement, Collaboration (among administrators, teachers, and special services personnel), Foundation (ability to establish social and emotional competence, language, cognition, teaching strategies that lead to next levels of accomplishment), Relevant Teacher Training, Teacher Efficacy (with regard to aligning primary students' interests and abilities), High Expectations, Principal's Leadership, Teacher's Stability, and School Climate. (A copy of the survey is included. Contains 14 references.)
Descriptors: *Academic Achievement; Educational Environment; Elementary
Education; *Institutional Characteristics; Outcomes of Education;
*Performance Factors; *Primary Education; School Districts; *School
Organization
Identifiers: Alaska
EJ648686 EA539683
Title: An Examination of K-5, 6-8 versus K-8 Grade Configurations.
Author(s) Connolly, Faith; Yakimowski-Srebnick, Mary E.; Russo,
Carmen V.
Source: ERS Spectrum, v20 n2 p28-37 Spr 2002
Publication Date: 2002
ISSN: 0740-7874
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJNOV2002
Examines differences in certain factors such as student achievement and student attendance in K-8 versus K-5 and 6-8 grade configurations in Baltimore City Public Schools. Finds, for example, that students in K-8 schools had significantly higher reading, language arts, and mathematics scores than did students in K-5 or 6-8 schools. (Contains 20 references.) (PKP)
Descriptors: Academic Achievement; Attendance; Educational History;
Grade 5; Grade 6; Grade 7; *Grade 8; *Instructional Program Divisions;
*Kindergarten; Middle Schools; Parents; Principals; Student Characteristics
Identifiers: Baltimore City Public Schools MD
ED472649 EA032306
Title: Directory of Public Elementary and Secondary Education Agencies,
2000-2001.
Author(s) McDowell, Lena M.; Sietsema, John P.
Author Affiliation: National Center for Education Statistics (ED),
Washington, DC.(EDD00004)
Pages: 410
Publication Date: November 2002
Notes: For the 1999-2000 Directory, see ED 464 396.
Report No: NCES-2003-310
Available from: EDRS Price MF01/PC17 Plus Postage.
Availability: ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel:
877-433-7827 (Toll Free). For full text: http://nces.ed.gov/pubs2003/2003310.pdf.
Language: English
Document Type: Numerical/Quantitative Data (110); Reference materials--Directories/Catalogs
(132)
Geographic Source: U.S.; District of Columbia
Journal Announcement: RIESEP2003
Government Level: Federal
This directory lists all public elementary and secondary education agencies in the 50 states, the District of Columbia, five outlying areas, the Bureau of Indian Affairs, and the Department of Defense, as reported from the National Center for Education Statistics (NCES) Common Core of Data (CCD) Local Education Agency Universe data collection of spring 2001. In the introduction, several tables summarizing the file contents are provided. The seven types of agencies listed include regular school districts, supervisory union components, supervisory union administrative centers, regional educational service agencies, state-operated agencies, federally operated agencies, and other agencies that cannot be appropriately classified using another CCD designation. The directory provides up to 12 items of information for each public elementary and secondary agency listed: state, name of agency, mailing address, telephone number, name of county, metropolitan status code, grade span, total student membership, number of regular high school graduates for the 1999-2000 school year, number of students with an individualized education program (IEP), number of teachers, and number of schools. An appendix provides state education agency addresses. (RT)
Descriptors: Elementary Secondary
Education; Enrollment; Government Publications; *Public Agencies;
*Public Schools; *School Districts; School Personnel; School Statistics;
State Departments of Education
Identifiers: Grade Span Configuration
EJ650573 EF502951
Title: How Should Schools Be Organized?
Author(s) DeJong, William S.; Craig, Joyce
Source: School Planning & Management, v41 n6 p26-32 Jun 2002
Publication Date: 2002
ISSN: 1086-4628
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141)
Journal Announcement: CIJDEC2002
Explores the impact of grade configuration decisions on the number and size of elementary, middle, and high schools needed. Discusses various trends regarding placement of sixth grade, ninth grade, and preschool classes and the resurgence of K-8 and K-12 models. (EV)
Descriptors:
Educational Facilities Planning; Grade 6; Grade 9; Instructional
Program Divisions; Middle Schools; Preschool Education; *School
Organization
Identifiers: *Grade Span Configuration
EJ640946 EA539340
Title: Middle Schools Still Matter.
Author(s): Ecker, Marc; Dietz, Michael J.; Carlile, Susan
Source: School Administrator, v59 n3 p30-33 Mar 2002
Publication Date: 2002
ISSN: 0036-6439
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141)
Three public school administrators (a superintendent, a middle school principal, and a central-office administrator) discuss why educators and parents should continue to support the middle-school grade configuration. (PKP)
Descriptors:
*Early Adolescents; Middle School Students; Middle School Teachers;
*Middle Schools; Transitional Programs
Identifiers: *Grade Span Configuration
EJ640945 EA539339
Title: Grade-Span Configurations.
Author(s): Howley, Craig B.
Source: School Administrator, v59 n3 p24-29 Mar 2002
Publication Date: 2002
ISSN: 0036-6439
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Discusses debate surrounding the advantages and disadvantages of various grade-span configurations. Offers several provocative "hunches" concerning the implications of grade-span-configuration research for practice. Includes list of additional resources on grade-span configurations. (PKP)
Descriptors:
*Academic Achievement; Elementary Secondary Education; *Grade 6;
*Grade 7; *Instructional Program Divisions; *Rural Schools
Identifiers: *Grade Span Configuration
EJ630006 PS531911
Title: The Efficacy of Philadelphia's K-to-8 Schools Compared to
Middle Grades Schools.
Author(s): Offenberg, Robert M.
Source: Middle School Journal, v32 n4 p23-29 Mar 2001
Publication Date: 2001
ISSN: 0094-0771
Document Type: Journal articles (080); Reports--Descriptive (141);
Speeches/meeting papers (150)
Natural experiments explored the effects of attending public Philadelphia K-to-8 schools or public middle schools on eighth- and ninth-grade achievement. Found that students attending K-8 schools had higher reading, mathematics, and science achievement than students attending middle schools serving similar communities. Suggested that number of students in a grade rather than school size contributed to the difference. (KB)
Descriptors:
*Academic Achievement; Comparative Analysis; *Elementary Schools;
Mathematics Achievement; Middle School Students; *Middle Schools;
Outcomes of Education; Program Effectiveness; Reading Achievement;
*School Organization; *School Size; Science Achievement; Social
Differences
Identifiers: Pennsylvania (Philadelphia)
ED447995 RC022706
Title: Will the Real "Texas Miracle in Education" Please
Stand Up? Grade Span Configuration, Achievement, and Expenditure per
Pupil.
Author(s): Bickel, Robert; Howley, Craig; Williams, Tony; Glascock,
Catherine
Pages: 48
Publication Date: November 2000
Sponsoring Agency: Rural School and Community Trust, Randolph, VT.
(BBB35873)
Available from: EDRS Price MF01/PC02 Plus Postage.
Document Type: Reports--Research (143)
Geographic Source: U.S.; Ohio
Research across seven very different states has shown that as schools get larger, the average achievement among economically disadvantaged students declines. A traditionally strong argument against smaller schools, however, is that they are too expensive. Large consolidated schools with narrowly specialized grade spans are typically offered as necessary to save money and to meet the needs of different age groups. This paper examines whether the size-by-socioeconomic status interaction effect proves robust across alternative regression model specifications, as it did across different states. It also explores whether the equity gains associated with smaller schools are incompatible with the need to save money. Analysis with four different regression model specifications consistently found that increased school size was related to increases in achievement-test-score costs associated with economically disadvantaged students. School size was negatively related to expenditure per pupil, but this relationship became increasingly tenuous as size increased, and eventually savings became negligible. In addition, organizational factors, especially as manifest in the distinctive components of the single-unit school, were related to cost reduction. For those interested in balancing expenditure per pupil with achievement-based equity, the best grade-span configuration seems to be a small single-unit school. (Contains 76 references.) (SV)
Descriptors:
*Academic Achievement; *Expenditure per Student; *High Schools;
Regression (Statistics); *School Size; Small Schools; *Socioeconomic
Status
Identifiers: *Grade Span Configuration; *Texas; Unit Schools
ED450991 RC022836
Title: High School Size, Achievement Equity, and Cost: Robust Interaction
Effects and Tentative Results.
Author(s): Bickel, Robert; Howley, Craig; Williams, Tony; Glascock,
Catherine
Pages: 49
Publication Date: 2000
Sponsoring Agency: Rural School and Community Trust, Washington,
DC. (BBB35927)
Available from: EDRS Price MF01/PC02 Plus Postage.
Document Type: Reports--Research (143)
Geographic Source: U.S.; West Virginia
Research has revealed interactive effects of school size and socioeconomic status--as school size increases, the mean measured achievement of schools with disadvantaged students declines. The larger the number of less advantaged students attending a school, the greater the decline. This study also examined the claim that large schools with a narrow range of grades necessarily save money by achieving economies of scale. Results indicate that school size was negatively related to costs, but this relationship became increasingly tenuous as school size increased, with savings eventually becoming negligible. In addition, analysis of organizational factors distinct to the single-unit school indicates that if schools are designed solely to minimize expenditure per pupil, the best configuration may be a large single-unit school. However, if expenditure per pupil is balanced with achievement-based equity, the best configuration seems to be one small single-unit school per district. While decreased size would increase costs, the fact that there is only one school with 13-15 grade levels would substantially diminish costs. (Contains 69 references.) (TD)
Descriptors:
*Academic Achievement; *Consolidated Schools; Disadvantaged; Elementary
Secondary Education; Equal Education; *Expenditure per Student;
High Schools; Interaction; Outcomes of Education; *School Size;
*Socioeconomic Status
Identifiers: *Economies of Scale; Grade Span Configuration; Texas;
*Unit Schools
ED440471 EA030387
Title: Grade Span.
Author(s): Renchler, Ron
Author Affiliation: National Association of Elementary School Principals,
Alexandria, VA.(BBB23667); ERIC Clearinghouse on Educational Management,
Eugene, OR.(SJJ69850)
Source: Research Roundup, v16 n3 Spr 2000 Pages: 5
Publication Date: 2000
Sponsoring Agency: Office of Educational Research and Improvement
(ED), Washington, DC. (EDD00036)
Contract No: ED-99-CO-0011
Available from: EDRS Price MF01/PC01 Plus Postage.
Availability: National Association of Elementary School Principals,
1615 Duke Street, Alexandria, VA 22314-3483 ($2.50 prepaid; quantity
discounts).
Document Type: Collected works--Serials (022); ERIC product (071)
Geographic Source: U.S.; Oregon
This issue reviews grade span, or grade configuration. Catherine Paglin and Jennifer Fager's "Grade Configuration: Who Goes Where?" provides an overview of issues and concerns related to grade spans and supplies profiles of eight Northwest schools with varying grade spans. David F. Wihry, Theodore Coladarci, and Curtis Meadow's "Grade Span and Eighth-Grade Academic Achievement: Evidence from a Predominantly Rural State" reports on the influence of grade span on the academic achievement of eight-grade students in Maine. David L. Hough's "The Elemiddle School: A Model for Middle Grades Reform" surveys the history of grade configuration and cites research indicating that "elemiddle" schools (schools with both elementary and middle-school grades) may be most appropriate for meeting educational and social needs. Charlene G. Tucker and Gilbert N. Andrada's "Accountability Works: Analysis of Performance by Grade Span of School" presents results from a study measuring sixth-grade students' academic performance on the "Connecticut Mastery Test" in relation to student enrollment in schools having K-5 or K-6 configurations. John W. Alspaugh's "The Interaction Effect of Transition Grade to High School with Gender and Grade Level upon Dropout Rates" looks at the influence of grade span and related factors on dropout rates in high school. (DFR)
Descriptors:
*Academic Achievement; Dropout Rate; Elementary Secondary Education;
*Instructional Program Divisions
Identifiers: *Connecticut Mastery Testing Program; ERIC; *Grade
Span Configuration
EJ584549 RC513199
Title: The Relationship between Grade Configuration and Student
Performance in Rural Schools.
Author(s): Franklin, Bobby J.; Glascock, Catherine H.
Source: Journal of Research in Rural Education, v14 n3 p149-53 Win
1998
Publication Date: 1998
ISSN: 8756-0534
Document Type: Journal articles (080); Reports--Research (143)
Examines the
relationship between grade configuration in rural schools and student
attendance, suspension, and academic achievement for grades 6, 7,
10, and 11. In a large random sample of rural Louisiana schools,
students in elementary schools (K-
6/7) and unit schools (K-12) outperformed their middle and secondary
school peers. Contains 25 references. (Author/CDS)
Descriptors:
*Academic Achievement; Attendance; *Educational Environment; Elementary
Secondary Education; Instructional Program Divisions; Rural Education;
*Rural Schools; Student Needs; Suspension
Identifiers: *Grade Span Configuration; *Louisiana
ED432033 EA029887
Title: Grade Configuration: Who Goes Where? By Request Series.
Author(s): Paglin, Catherine; Fager, Jennifer
Author Affiliation: Northwest Regional Educational Lab., Portland,
OR.(RIK65325)
Pages: 48
Publication Date: July 1997
Sponsoring Agency: Office of Educational Research and Improvement
(ED), Washington, DC. (EDD00036)
Contract No: RJ96006501
Available from: EDRS Price MF01/PC02 Plus Postage.
Document Type: Reports--Descriptive (141)
Geographic Source: U.S.; Oregon
This booklet is the fourth in a series of "hot topic" reports, that address current educational concerns. The booklet examines questions relating to grade configurations, its purpose being to increase awareness and understanding of the issues surrounding grade span. It explores the ways that schools have addressed concerns associated with particular grade spans and suggests avenues for further inquiry. The text focuses on historical trends in grade configuration and the various contexts of grade spans, such as whether a school is in a rural or an urban area. Most research on grade span focuses on the middle grades and addresses such questions as: Which grades should be grouped together in one school? How many grades should be in one school? and How many school transitions will students make during the K-12 years? Some tips for starting a school with a grade span new to a school system are offered, followed by an overview of grade-span considerations. The bulk of the volume describes eight schools' experiences with grade spans, discussing such issues as how the grade span came about and how the schools were structured to meet the needs of the particular grades it contains. (RJM)
Descriptors:
Elementary Secondary Education; *Instructional Program Divisions;
Program Descriptions; *School Organization; School Restructuring
Identifiers: *Grade Span Configuration; United States (Northwest)
ED411278 TM027261
Title: Accountability Works: Analysis of Performance by Grade Span
of School.
Author(s): Tucker, Charlene G.; Andrada, Gilbert N.
Pages: 23
Publication Date: March 1997
Notes: Paper presented at the Annual Meeting of the American Educational
Research Association (Chicago, IL, March 24-28, 1997).
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Reports--Evaluative (142); Speeches/meeting papers
(150)
Geographic Source: U.S.; Connecticut
For the past decade in Connecticut, public school students have been tested in the fall of grades 4, 6, and 8, and results have been attributed to the school in which students are tested. Some Connecticut elementary schools end at grade 5 (Type I) and some continue to grade 6 or 8 (Type II). Consistent results showed that schools that expected to be accountable for sixth-grade results (Type II) produced better performing sixth graders. Implications for designing and developing accountability systems are discussed. (Contains six tables and four references.) (Author/SLD)
Descriptors:
*Academic Achievement; *Accountability; Elementary Education; *Expectation;
*Instructional Program Divisions; Multivariate Analysis; Public
Schools; *School Organization
Identifiers: *Connecticut; Grade Span Configuration
ED401058 RC020738
Title: K-12 Unit Schooling in Rural America: A First Description.
Author(s) Howley, Craig; Harmon, Hobart
Author Affiliation: Appalachia Educational Lab., Charleston, WV.(AWT03075)
Pages: 34
Publication Date: October 14, 1996
Notes: Paper presented at the Annual Meeting of the National Rural
Education Association (San Antonio, TX, October 14, 1996).
Available from: EDRS Price MF01/PC02 Plus Postage.
Language: English
Document Type: Reports--Research (143); Speeches/meeting papers
(150)
Geographic Source: U.S.; West Virginia
Journal Announcement: RIEMAR1997
This report presents selected results of a national study of school districts operating at least one K-12 unit school. Of the 706 districts operating unit schools, 157 districts in 27 states responded to the survey. The majority of respondents (106) were superintendents of one-school districts, that is, districts in which the K-12 unit school was the only school. Of the 53 multischool districts, about half operated just one K-12 unit school. Data reveal that K-12 unit schools were usually located in an agricultural region where socioeconomic status was lower than the national average; the average unit school enrollment was 414; most unit schools in multischool districts were comparatively remote from key resources such as hospitals, interstate highways, and cities; superintendents of single-school districts reported higher rates of above-average test scores, postsecondary attendance, and high school completion than did superintendents of multischool districts; satellite and Internet systems were the most prevalent forms of distance learning technologies in use; community attitudes toward single-school districts were moderately and positively related to the sustainability of the school; single-school districts spent almost 50 percent more per pupil than multischool districts; and single-school districts more often than multischool districts employed cooperative strategies for maximizing resources such as joining regional service agencies or cooperating with other districts. Includes data tables and recommendations for research and practice. Contains 24 references. (LP)
Descriptors: Administrator Attitudes; *Community Attitudes; Distance
Education; Educational Practices; Elementary Secondary Education;
Expenditure per Student; Geographic Isolation; Institutional Survival;
National Surveys; *Outcomes of Education; *Rural Schools; School
Demography; *School Districts; *School Surveys; Small Schools; Superintendents
Identifiers: Grade Span Configuration; Small School Districts; *Sustainability;
*Unit Schools
ED403083 RC020794
Title: The Relationship between Grade Configuration and Student
Performance in Rural Schools.
Author(s): Franklin, Bobby J.; Glascock, Catherine H.
Pages: 56
Publication Date: October 1996
Notes: Paper presented at the Annual Conference of the National
Rural Education Association (San Antonio, TX, October 11-14, 1996).
Available from: EDRS Price MF01/PC03 Plus Postage.
Document Type: Reports--Research (143); Speeches/meeting papers
(150)
Geographic Source: U.S.; Louisiana
This paper examines the relationship between a school's grade configuration and student performance in Louisiana. Results indicate that sixth- and seventh-grade students performed better in elementary and K-12 schools than in middle or secondary schools, in terms of both achievement and persistence. Students in K-12 schools performed as well as those in elementary schools overall and performed better in some cases (grade 6 and high poverty). For grades 9-12, the K-12 school was more beneficial to students than the traditional secondary school, particularly in the area of student persistence or conduct. With regard to academic achievement, secondary schools did not differ significantly from K-12 schools regardless of school size or SES. School size did appear to impact 11th- and 12th-grade student persistence more within the secondary school environment than that of the K-12 school. Contains 34 references and 29 data tables and figures. (Author/SV)
Descriptors:
*Academic Achievement; Academic Persistence; *Educational Environment;
Elementary Schools; Instructional Program Divisions; Intermediate
Grades; Middle Schools; *Rural Education; *School Holding Power;
*School Organization; School Size; Secondary Education; Secondary
Schools; Socioeconomic Status
Identifiers: *Grade Span Configuration; *Louisiana; Unit Schools
ED389501 RC020367
Title: A Comparison of Four Enrollment Groups of K-8 and K-12 Missouri
Rural School Districts.
Author(s): Alspaugh, John W.
Pages: 8
Publication Date: October 1995
Notes: Paper presented at the Annual Conference of the National
Rural Education Association (Salt Lake City, UT, October 1995).
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Numerical/Quantitative Data (110); Reports--Research
(143); Speeches/meeting papers (150)
Geographic Source: U.S.; Missouri
This paper compares school district characteristics for rural Missouri K-8 and K-12 districts in four categories of enrollment size. A random sample of 56 K-8 and 56 K-12 districts yielded 4 equal categories of K-8 enrollment: 51-100, 101-150, 151-200, and more than 200 students. Data are presented in graphic form for assessed valuation per pupil; operating tax levy; expenditure per pupil; administrative cost per pupil; teacher salaries; student-teacher ratio; and achievement scores on the Missouri Mastery and Achievement Test (MMAT) for grades 3, 6, and 8. Two final graphs present data from 428 Missouri districts showing that the high school dropout rate was positively related to school size and negatively related to the high school grade span. (SV)
Descriptors:
*Academic Achievement; *Dropout Rate; Elementary Secondary Education;
*Expenditure per Student; *Rural Schools; *School District Size;
School District Wealth; *School Districts; School Size; Teacher
Salaries; Teacher Student Ratio
Identifiers: Grade Span Configuration; *Missouri
EJ505828 SP524248
Title: Transition Effects of School Grade-Level Organization on
Student Achievement.
Author(s): Alspaugh, John W.; Harting, Roger D.
Source: Journal of Research and Development in Education, v28 n3
p145-49 Spr 1995
Publication Date: 1995
ISSN: 0022-426X
Document Type: Journal articles (080); Reports--Research (143)
Reports on a study of the transition effects of grade-level organization on student achievement as schools transitioned from self-contained to departmentalized classes. Reading, math, and social studies achievement scores of five equated rural school districts with K-4 through K-8 organization were compared. Results noted a decline in achievement during the transition year. (SM)
Descriptors:
*Academic Achievement; *Achievement Gains; Departments; Elementary
Education; Elementary School Students; *Instructional Program Divisions;
Rural Schools; *School Organization; *Self Contained Classrooms;
*Transitional Schools
Identifiers: Transitional Activities
EJ496194 EA530201
Title: The Elemiddle School: A Model for Middle Grades Reform.
Author(s): Hough, David L.
Source: Principal, v74 n3 p6-9 Jan 1995
Publication Date: 1995
ISSN: 0271-6062
Document Type: Journal articles (080); Reports--Evaluative (142)
"Elemiddle" schools serve the needs of young adolescents, aged 10 to 14, in any combination of grades 5 through 8, as part of an organizational structure that includes lower grades. Research has shown that middle schools with 6-8 grade spans and K-8 schools are most likely to implement child-centered programs, practices, and policies than schools with 7-9 or 7-12 grade spans. (MLH)
Descriptors: *Early Adolescents; *Educational Benefits; Educational Change; Elementary Education; *Grouping (Instructional Purposes); *Instructional Program Divisions; Intermediate Grades; Junior High Schools; Middle Schools; *School Organization; *Student Centered Curriculum; Student Needs
ED380245 RC019950
Title: An Examination of the Non-K12 School District Organizational
Form in New York State.
Author(s): Monk, David H.
Pages: 52
Publication Date: November 1994
Sponsoring Agency: New York State Education Dept., Albany. (QPX62775)
Available from: EDRS Price MF01/PC03 Plus Postage.
Document Type: Reports--Research (143); Test/questionnaires (160)
Geographic Source: U.S.; New York
This paper reports on a study assessing the viability of the non-K-12 organizational form as currently practiced in New York State. Impediments to success with the non-K-12 form included inadequate transportation, the abruptness of the transition, inopportune grade levels of transition, calendar inconsistencies, inadequate communication, parental disenfranchisement, curricular inconsistencies, narrowness of choice, and inherent bias toward resident students. Recommendations to deal with all impediments are included. Appendices include the high school and parent survey instruments. (RAH)
Descriptors:
*Academic Achievement; Elementary Secondary Education; Feeder Patterns;
High School Students; *Instructional Program Divisions; *Interdistrict
Policies; Organizational Change; *Parent Attitudes; Public Schools;
School District Reorganization; School District Size; *School Districts;
*Transfer Students
Identifiers: *New York
ED372883 RC019686
Title: The Cultural Contradictions of Middle Schooling for Rural
Community Survival.
Author(s): DeYoung, Alan J.; And Others
Pages: 39
Publication Date: July 1994
Available from: EDRS Price MF01/PC02 Plus Postage.
Document Type: Information Analysis (070)
Geographic Source: U.S.; Kentucky
During 1968-91, middle schools were the only school type to grow in number, increasing by over 400 percent. Middle school advocates focus on early adolescents' need for developmentally appropriate institutions, but show only a weak historical understanding of the emergence and status of middle schools. Critical factors in early support for the middle school movement included urban interests in countering de facto school segregation without use of busing, urban overcrowding of elementary and high schools, and a "bandwagon effect"--the desire to appear modern and reform oriented. The emergence of rural middle schools under the cloak of psychological progress can be destructive to both the declining sense of community in America, and to the actual persistence of many rural communities still organized around K-8 or K-6 public elementary schools. Examination of the National Center for Education Statistics's Common Core of Data indicates that the construction of rural middle schools has led to the closing and consolidation of rural elementary schools. During the school years 1987/88-1991/92 the proportion of schools that were middle schools increased 20 percent in rural areas, was unchanged in suburban areas, and decreased 6 percent in urban areas. At the same time, the proportion of rural schools that were K-8 declined precipitously. Emerging school reform agendas that provide alternatives to the "inevitability" of consolidation include efforts to restructure schools as caring communities (requiring active parent and community participation), and the development of rural schools as centers for integrated social services. Contains 52 references. (SV)
Descriptors:
Early Adolescents; *Educational Change; Educational Philosophy;
*Instructional Program Divisions; Intermediate Grades; Junior High
Schools; *Middle Schools; *Rural Schools; School Closing; *School
Community Relationship; *School Organization
Identifiers: *Community Viability
EJ464589 RC509333
Title: Grade Span and Eighth-Grade Academic Achievement: Evidence
from a Predominantly Rural State.
Author(s): Wihry, David F.; And Others
Source: Journal of Research in Rural Education, v8 n2 p58-70 Sum
1992
Publication Date: 1992
ISSN: 8756-0534
Document Type: Journal articles (080); Reports--Research (143)
In 163 Maine schools, the performance of eighth-grade students on standardized tests, especially reading achievement, was highest in elementary settings (K-8, K-9, 3-8) and lowest in junior-senior high school settings (6-12, 7-12, 8-12), when socioeconomic status and teacher experience were controlled. (SV)
Descriptors:
*Academic Achievement; *Educational Environment; Elementary Schools;
Elementary Secondary Education; *Grade 8; *Instructional Program
Divisions; Middle Schools; Rural Schools; *School Organization;
Secondary Schools; Student School Relationship
Identifiers: *Maine
EJ454389 EA527376
Title: Grade-Level Reorganization in a Small School District: Making
and Implementing the Decision.
Author(s): Vann, Allan S.
Source: ERS Spectrum, v10 n4 p10-17 Fall 1992
Publication Date: 1992
ISSN: 0740-7874
Document Type: Journal articles (080); Reports--Descriptive (141)
A New York school district was forced to consider a grade-level reorganization or possible school closing, primarily resulting from severe economic pressures. Describes the advantages and disadvantages of reorganizing 2 K-5 elementary schools into a K-2 primary school and a 3-5 intermediate school. Cites four basic reasons frequently offered to support district reorganization. (MLF)
Descriptors:
*Administrator Role; Economic Factors; Elementary Education; *Instructional
Program Divisions; *Intermediate Grades; *Primary Education; Public
Schools; *School District Reorganization; School District Size;
*Transitional Programs
Identifiers: *Elwood Union Free School District NY
ED327000 EA022588
Title: Schools in the Middle: Progress 1968-1988. Schools in the
Middle: A Report on Trends and Practices.
Author(s): Alexander, William M.; McEwin, C. Kenneth
Author Affiliation: National Association of Secondary School Principals,
Reston, VA.(FGK56325)
Pages: 9
Publication Date: September 1989
Notes: Colored print in section headings, on gray paper, may not
film adequately. For related documents, see EA 022 586-587.
ISSN: 0276-4482
Available from: EDRS Price MF01 Plus Postage. PC Not Available from
EDRS.
Availability: Publications, National Association of Secondary School
Principals, 1904 Association Drive, Reston, VA 22091 ($1.50; quantity
discounts).
Document Type: Collected works--Serials (022)
Geographic Source: U.S.; Virginia
Target Audience: Practitioners; Policymakers
Designed as an overview of the progress of middle schools in the last two decades, this document compares results from a 1968 survey that sampled 10 percent of middle schools with at least three, and not more than five grades, and including grades 6 and 7, with those of a similar 1988 survey. Following a brief summary of the origins of the middle school is a discussion of survey results regarding changes in rationale and specific preparation undertaken for introducing middle school organization and problems perceived in teacher education. Finally, conclusions are presented regarding the differences between schools containing grades 5-8 or 6-8 and those with grades 7 and 8 or 7-9. Included are four tables and five graphs. (8 references) (CLA)
Descriptors: *Educational Development; Graphs; *Instructional Program Divisions; Intermediate Grades; Junior High Schools; *Middle Schools; School Surveys; Tables (Data)
ED315897 EA021645
Title: Middle Level Education in California: A Survey of Programs
and Organization.
Author(s): Hough, David L.
Author Affiliation: California Educational Research Cooperative,
Riverside.(BBB27382)
Pages: 53
Publication Date: February 1989
Available from: EDRS Price MF01/PC03 Plus Postage.
Document Type: Reports--Evaluative (142)
Geographic Source: U.S.; California
The second in a four-phase research project, this report presents data from a stratified random sample of California middle schools using four grade span configurations (K-8, 6-8, 7-8, and 7-9). This phase, a pilot study, is designing a methodology to help researchers discriminate among the number, percentage, and types of programs offered by the various organizational patterns. The research is intended to assist policymakers confronted with implementation decisions regarding middle level programs. Future research should focus on program effectiveness relative to "transescents'" needs and to goals established by the individual school. Policymakers should explore various alternative programs and practice modifications, regardless of the grade spans adopted. (Eight references) (MLH)
Descriptors:
*Curriculum; *Extracurricular Activities; *Grouping (Instructional
Purposes); Hidden Curriculum; *Instructional Program Divisions;
Junior High Schools; *Middle Schools; *Pilot Projects
Identifiers: *California
ED315896 EA021644
Title: Vertical Articulation for the Middle Grades.
Author(s): Hough, David
Author Affiliation: California Educational Research Cooperative,
Riverside.(BBB27382)
Pages: 61
Publication Date: 1989
Available from: EDRS Price MF01/PC03 Plus Postage.
Document Type: Reports--Descriptive (141)
Geographic Source: U.S.; California
The junior
high school, typically grades 7-8 or 7-9, offers a program that
is "not-
quite-yet-but-trying-to-be" a high school. The organization
of the middle school (commonly the grades 6-8), however, is based
on a philosophy of education that was specifically designed to meet
the special needs of a preadolescent learner; middle schools incorporate
unique curricula to better effect the transition between elementary
and high school programs, rather than attempt to approximate one
or the other. Many educators, perceiving junior highs as a "failed"
promise, have turned to the middle school philosophy as an affirmation
of a higher level of commitment. Indeed, since 1964, the number
of new middle schools replacing traditional junior highs has progressively
increased. A review of research on middle-level education indicates
that: (1) although primarily an administrative concern driven by
attendance boundaries, grade level organization had little impact
on middle-level students' academic achievement; and (2) the terms
"junior high school" and "middle school" do
not define a school's program. Additionally, the effective schools
research has given rise to discriminant analyses of effective middle
school variables and allowed researchers to identify those characteristics
most commonly found within "exemplary" middle schools.
(159 references) (KM)
Descriptors: Age Grade Placement; Classes (Groups of Students); Curriculum Enrichment; Educational Development; Educational Environment; Grade 6; Grade 7; Grade 8; Grouping (Instructional Purposes); Instructional Program Divisions; Junior High Schools; *Middle Schools; *Preadolescents; *School Organization; *Transitional Programs
EJ466872 EA528302
Title: When Your K-5 School Changes to 3-5.
Author(s): Vann, Allan S.
Source: Principal, v73 n1 p20-22 Sep 1993
Publication Date: 1993
ISSN: 0271-6062
Document Type: Journal articles (080); Reports--Descriptive (141)
Describes a district's reorganization of 2 K-5 schools into 1 for all K-2 grades and 1 for all 3-5 grades for economic reasons. The principal of the 3-5 facility views better focus and certain innovative initiatives (involving coverage of special topics, a whole-language reading program, and a sequential-research-skills approach) as advantages. (MLH)
Descriptors:
Elementary Education; *Guidelines; *Instructional Innovation; *Principals;
*Program Implementation; *School Organization
Identifiers: *Elwood School District NY
EJ466851 EA528251
Title: Elementary School Reorganization: Looking Back One Year Later.
Author(s): Vann, Allan S.
Source: ERS Spectrum, v11 n3 p32-37 Sum 1993
Publication Date: 1993
ISSN: 0740-7874
Document Type: Journal articles (080); Reports--Descriptive (141)
Evaluates a small New York school district's efforts to reorganize its two K-5 elementary schools into one K-2 primary grade school and one 3-5 intermediate school, focusing on student, staff, and parent reactions. Although the new arrangement created more focused schools, the intermediate principal misses the energy deriving from the Kindergarten Thanksgiving feast and various primary-grade activities. (MLH)
Descriptors:
Elementary Education; *Parent Attitudes; *Principals; *Program Evaluation;
Program Implementation; *School Organization; *Student Reaction;
*Teacher Response
Identifiers: *Elwood Union Free School District NY
ED340604 SE052546
Title: The Impact of Transition from Junior Highs to Middle Schools
on Science Programs.
Author(s): Jones, M. Gail
Pages: 20
Publication Date: April 1991
Notes: Paper presented at the Annual Meeting of the National Association
for Research in Science Teaching (Lake Geneva, WI, April 7-10, 1991).
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Speeches/meeting papers (150)
Geographic Source: U.S.; North Carolina
Nationally many middle-level schools are changing from a traditional junior high school structure (grades 7-9) to middle schools (grades 6-8). A case study examined the impact of middle school organizational changes that occurred as a large North Carolina school system converted from junior high schools to middle schools on science teachers and science instruction. The study found: that science instruction was enhanced under the new organizational structure; teachers had more instructional time; and teachers were supportive about the middle school organization. (KR)
Descriptors: *Case Studies; Elementary School Science; Inservice Teacher Education; Interdisciplinary Approach; Intermediate Grades; *Junior High Schools; Laboratory Equipment; *Middle Schools; Preservice Teacher Education; Program Descriptions; Qualitative Research; *School Organization; Science Education; *Secondary School Science
ED331157 EA022910
Title: Middle Level Organization--A Curriculum Policy Analysis.
Author(s): Hough, David L.
Pages: 63
Publication Date: March 1991
Notes: Paper presented at the Annual Meeting of the National Association
of Secondary School Principals (Orlando, FL, March 1991).
Available from: EDRS Price MF01/PC03 Plus Postage.
Document Type: Reports--Research (143); Speeches/meeting papers
(150)
Geographic Source: U.S.; California
Significant differences among school grade-span types regarding the level of program implementation are influenced by the level of philosophical commitment; as school grade spans include lower-lower-grade levels, the level of commitment to the program increases. A conceptual model of latent variables that impact the middle-level writing curriculum--teacher characteristics, philosophical commitment, writing curriculum, policy, and school grade-span organization--is developed. Sixteen tables and six figures are included. (53 references) (LMI)
Descriptors: Educational Philosophy; *Elementary School Curriculum; *English Curriculum; Intermediate Grades; Junior High Schools; *Language Arts; *Middle Schools; Organizational Climate; *School Organization; Teacher Attitudes; Teacher Characteristics; *Writing Instruction
ED301313 PS017585
Title: Life in the Three Sixth Grades.
Author(s): Lounsbury, John H.; Johnston, J. Howard
Author Affiliation: National Association of Secondary School Principals,
Reston, Va.
Publication Date: 1988
Pages: 143p.
Notes: Report No: ISBN-0-88210-212-5
Available From: National Association of Secondary School Principals,
1904 Association Drive, Reston, VA 22091 ($9.00).
EDRS Price - MF01 Plus Postage. PC Not Available from EDRS.
Document Type: RESEARCH REPORT (143); BOOK (010)
Geographic Source: U.S.; Virginia
In its six chapters, this report assesses the status of the sixth grade. The shadow study technique was employed to address three specific questions: (1) What is a sixth grader's day in school really like? (2) In what ways do the programs provided for sixth graders differ, depending on where the grade is located in the school system? and (3) How does knowledge of the nature and needs of sixth graders match up with the program actually provided? Sixth grades studied were initial, middle, or terminal grades. Conclusions and recommendations make up chapter 6. In appendices, related research is cited, methodology is described, and listings of observers, schools, and analysts are provided. (RH)
Descriptors:
Comparative Analysis; *Educational Experience; *Elementary School
Students; *Grade 6; *Instructional Program Divisions; Intermediate
Grades; Profiles
Identifiers: *Program Characteristics; *Shadow Studies
ED297417 EA019797
Title: The Effects of Various Middle-Grade Configurations.
Author(s): Sailor, Perry
Author Affiliation: Austin Independent School District, Tex. 1986
Pages: 15p.
Notes: Report No: AISD-85-20
EDRS Price - MF01/PC01 Plus Postage.
Document Type: REVIEW LITERATURE (070)
Geographic Source: U.S.; Texas
This paper summarizes research relevant to the Austin Independent School District's proposal to move sixth graders from an elementary school (K-6 or K,4-6) to a middle school (6-8) grade grouping. A summary of the evolution of middle-grade education is presented. Three areas affected by grade organization are discussed: academic achievement, nonacademic outcomes (self-concept and anxiety), and homogeneous grade groups. The grade organization studies of various middle grade configurations did not show any consistent effects one way or the other. References to 36 studies are included. (SI)
Descriptors:
Academic Achievement; Behavior Change; Elementary School Students;
*Grade 6; *Instructional Program Divisions; Intermediate Grades;
*Middle Schools
Identifiers: *Austin Independent School District TX
ED270404 SP027606
Title: Grade Organization in Secondary Schools, with Particular
Reference to the Junior-Senior High School Model (Grades 7-12 or
6-12).
Author(s): Lake, Sara
Author Affiliation: San Mateo County Office of Education, Redwood
City, CA. SMERC Information Center. Jun 1985
Pages: 22p.
EDRS Price - MF01/PC01 Plus Postage.
Document Type: REVIEW LITERATURE (070)
Geographic Source: U.S.; California
In the United States, a "two-tiered" school system--elementary and secondary education--is often spoken of, yet throughout this century the trend has been toward a "three tiered" system--elementary, junior high/intermediate/middle school, and high school. This paper reviews literature and research regarding these trends, the advantages and disadvantages of both systems, and the effects of grade organization patterns on students. Particular emphasis is given to the middle/junior high school system. The paper concludes with suggestions for changing grade organization patterns. Appendixes include references, a chart showing secondary grade organization patterns, and an outline of advantages and disadvantages in the systems. (CB)
Descriptors: Educational Trends; *Elementary Secondary Education; *Instructional Program Divisions; Junior High Schools; Middle Schools; *School Organization; *Secondary Schools
ED252928 EA017415
Title: Primary and Intermediate Grade Configurations: A Review of
the Literature.
Author(s): Raze, Nasus
Author Affiliation: San Mateo County Office of Education, Redwood
City, CA. SMERC Information Center. Jan 1985
Pages: 9p.
EDRS Price - MF01/PC01 Plus Postage.
Document Type: REVIEW LITERATURE (070); EVALUATIVE REPORT (142)
Geographic Source: U.S.; California
Target Audience: Researchers
This literature review concerns the concept of alternative grade configurations at the elementary level, in which elementary schools are subdivided into primary (K-2) and intermediate (3-5) units. Because of the paucity of literature on this concept, the major part of the report focuses on the reorganization of the elementary schools of the South Allegheny (Pennsylvania) school district. Although the K-2, 3-5 structure is often implemented in response to declining enrollment, other educational benefits cited may include better concentration on the educational and psychological needs of children in the two age groups, though one research study showed no significant differences in student achievement, attitude toward school, extracurricular participation, or career aspiration. The goals of the South Allegheny reorganization (in response to declining enrollment) were to equalize class sizes to facilitate multilevel instruction in reading and math, and to make better use of staff, school buildings, and instructional resources. Each of these objectives is described in detail, along with perceived disadvantages. An evaluative report revealed that the new grade structure saved money and resulted in improved discipline, student attitudes, and student interaction. Finally, literature on the implementation process is briefly reviewed, emphasizing the need for clear articulation between grade levels. Notes and references are included. (TE)
Descriptors:
Age Grade Placement; *Class Organization; Developmental Stages;
Educational Environment; Elementary Education; *Grouping (Instructional
Purposes); *Homogeneous Grouping; *Instructional Program Divisions;
*School Organization; Student Placement
Identifiers: *South Allegheny School District PA
