George, P., & Shewey, K. (1994). New Evidence for the Middle School. Columbus, Ohio:

National Middle School Association

This monograph contains information and data regarding the middle school movement, and provides an overview of early research, the 1985 survey of 140 middle schools, and the 1993 study conducted by George and Shewey of 108 middle school. The monograph is usefully divided into four parts: a review of research activities to 1994, the 1985 survey, the 1993 study, and a summary and conclusions. It provides a comprehensive overview and current research findings of middle schools in an orderly manner. 

Part One- A Review of Research Activities to 1994

As the 21st century looms on the horizon, the middle school movement remains the largest and most comprehensive effort at organizational and curricular change in the history of American public schooling (p. 3).

Common elements needed for middle schools:

-classroom-based guidance efforts (AA)

-interdisciplinary team organization

-common planning time for a team of teachers

-flexible scheduling

-a curriculum emphasizing balanced exploration and solid academics

-heterogeneous grouping whenever appropriate

-instructional characteristics that consider learners’ characteristics

-a wide range of special interest experiences

-collaboration between and among administrators

(George and Alexander, 1993)

Two important factors are critical: academically successful schools where teachers and students see themselves as part of the same group and schools with a strong "ethos of caring" (p. 13).

The team organization, with the advisory group program and multi-age grouping, contributes most significantly in the improvement of race relations among young adolescents (p.16).

Multi-age grouping permitted teachers and students to stay together on the same team for more than one year (p.19).

Summary of Research on Middle School Education, 1985-94

A national consensus on the characteristics of an exemplary middle school has been reached. Since 1988, two thousand one hundred forty-one citations relating to middle school education have appeared in ERIC, and of those, 1,245 have included references to research in areas of middle grades education. Major national studies have also been undertaken (Cawelti, 1989; Alexander and McEwin, 1989; and Carnegie Council, 1989). Agreement of several factors in exemplary middle schools is evident: interdisciplinary teaming, advisory programs, flexible scheduling and grouping, enriched curriculum experiences, broadened opportunities for more student recognition, more active instruction and learning, articulation to schools above and below, shared decision making, and parent and community involvement (p.26).

Substantial national progress has been made in the successful implementation of the components comprising the exemplary middle school. For example Alexander and McEwin (1989) found an increase in interdisciplinary organization from 3% in 1968 to 35% in 1988, and increase in advisory programs from not implemented in 1968 to 39% in 1988. In schools identified as exemplary in 1985, George and Oldaker found that 90% considered interdisciplinary teaming a central feature; 94% reported flexible scheduling; 93% included homebase advisory programs.

Exemplary middle schools are able to demonstrate positive outcomes related to academic achievement and student personal development. Lee and Smith (1993) documented that middle school concepts had a positive effect on students’ achievement and engagement of their studies. The Maine Educational Assessment in 1991, indicated that students who were in middle schools where the components of the concept were in place consistently outscore other students by a wide margin in all tested areas: mathematics, writing, science, social studies, and humanities. George and Shewey (p.36) offer two factors that may explain this positive trend: 1) more schools are implementing concepts distinguishing them from the traditional middle level programs, and 2)researchers have begun to design their research to focus on actual program components rather that the global comparisons of schools.

Part II- Effectiveness of Middle Level Schools: The 1985 Survey

Reorganization to an exemplary middle school program accomplished several positive results:

-improved school and classroom discipline

-positively affected student emotional health, creativity, and confidence in self-directed learning

-climate improved; students felt valued by teachers and viewed school as more than just a place to meet friends

-faculty morale and support became more positive

-interdisciplinary team organization helped isolated teachers to become part of a team and develop a sense of belonging and camaraderie

-allowed for extensive staff development

-respondents experienced positive parental involvement and support after reorganization to middle schools; community and media support increases (pp.44-52)

Summary

1)Middle schools identified exemplary in the 1985 survey implemented a substantial degree of programs desirable for young adolescents.

2)The same schools reported positive outcomes associated with the implementation of these programs.

3)Data from the 1985 survey foreshadowed research support for the middle school concept that came in the next decade (p.54).

Part Three- The Effective Middle School: The 1993 Survey

In 1993 a survey was designed to update the evidence available regarding the presence and effectiveness of middle school components in schools.(pp.59) This study was similar to the 1985 study in its attempt to examine the extent to which middle school concepts had been implemented. However it was different in two ways: 1)the sample was drawn from a group of 300 schools representing almost every state. Each school had been nominated by a professional in the field, but no attempt was made to determine the degree to which each school was exemplary, this was not a random sample, and 2)the survey attempted to distinguish between schools which had been middle school less than five years and those which had been middle schools for more than five years (pp.59-60).

Three tables are provided: Percentage of Schools Indicating Degree of Implementation of Middle School Components, Percentage of Positive and Negative Effects of Reorganization to Middle Schools, and Subjective Judgments About the Effectiveness of Middle Schools; all indicate positive responses to middle school concepts (pp.62-66).

Twenty items were on the survey relating to middle school concepts. These items responses and anecdotal comments are provided (pp.67-106). Highlights are as follows:

Percentages of respondents who felt identified attributes were contributors to long-term effectiveness of middle schools:

78% Flexible scheduling

78% Widely shared philosophy based on needs and characteristics of developing adolescents

84% Strong student recognition program

85% Flexible grouping strategies

68% Strong parent program encouraging involvement and support for all parents

85% Interdisciplinary team organization

71% Active and systematic process for evaluating the middle school program

81% Team leaders that play an important role in school and teacher leadership

73% Curriculum characterized by both a core academic focus and a broad range of exploratory activities

76% Smooth and continuous transition elementary to middle school

62% Continuous program of staff development, renewal, and school improvement

73% Shared decision making model which is formal, systematic, and provides authentic collaboration between and among teachers

72% Extracurricular program based on needs of adolescents

63% Interdisciplinary curriculum and interaction involving teachers from a variety of disciplines

30% Organizational arrangements which encourage long-term teacher-student relationships

54% Teacher-based guidance, advisory program

Summary and Conclusions: The 1993 Survey (pp.109-110).

Majority of middle schools reporting indicated implementation of most components in middle school concept.

Schools that have maintained middle school concepts for an average of three years found several components to contribute to long-term effectiveness: interdisciplinary teaming, team leaders, flexible scheduling, student recognition programs, shared decision-making, heterogeneous grouping, and a student-centered school philosophy.

Components less central are: foreign language programs, organizational arrangements encouraging long-term teacher-student relations, advisor-advisee programs, school buildings designed for middle school concepts, and effective relationships with high school.

Middle school concepts effectively implemented lead to substantial positive outcomes in virtually every area of concern to educators and parents, including academic improvement.

Part Four- Summary and Conclusion

Accumulating evidence suggests that, when essential elements of an exemplary middle school are thoroughly and effectively implemented, the outcomes are almost always positive (p.115).

Alexander, W. & George, P. (1993). The Exemplary Middle School. 2nd edition. New York: Hot, Rinehart and Winston.

Alexander, W. & McEwin, K. (1989). Schools in the Middle: Status and Progress. Columbus, OH: National Middle School Association.

Carnegie Council on Adolescent Development (1989). Turning Points: Preparing Youth for the 21st Century. New York: The Carnegie Corporation of New York.

Cawelti, G. (1989). Middle Schools a Better Match for Adolescent Needs, ASCD Survey Finds. Washington, DC: Association of Supervision and Curriculum Development.

George, P. & Oldaker, L. (1985). Evidence for the Middle School. Columbus, OH: National Middle School Association.

Lee, S. & Smith, J. (1993). Effects of school restructuring on the achievement and engagement of middle grade students. Sociology of Education, 66, 164-187.