Middle school education

The study explored whether middle school students’ select academic (grade point average [GPA], Accuplacer mathematics, reading, and writing scores, admission interview scores) and non-academic characteristics (race, ethnicity, the middle school they attended, their gender, their parents’ educational level) have any predictive power with regard to their success at an early college high school. This study compared binary logistic regression (BLR) and predictive discriminant analysis (PDA) statistical models. First-year early college academic success can be predicted using BLR and only six input factors from middle school (Accuplacer math scores, interview scores, gender, and race, as three dummy variables) with a 91% accuracy.
However, a student academic success prediction model using middle school data for a student’s first year college success could not be built. This finding asserts Astin’s Student Development Theory (1993, 1999a, 1999b), the theoretical framework that guided this study, that students can grow and improve over time and educators need to focus on cultivating and developing students’ smartness through high level instruction and coaching instead of identifying and celebrating smartness by accepting only the most prospective students into colleges (Astin, 1977, 1993, 1999a, 2017, 2018).

The Florida Public Accountability System and the Florida Comprehensive Assessment Test, FCAT, have been in use since 1996. Since that time, schools have received grades, rewards and sanctions for performance, promotion requirements have changed, and the results of the FCAT are published annually for public scrutiny. With testing required in grades 3 through 11, middle schools (grades 6--8) must test all the students in their schools. A literature review revealed that, although achievement studies, drop out studies, and other data had been analyzed, little research focused on the impact of the FCAT from the perspective of the classroom teacher. This study examines the impact of the Florida Public Accountability System and the FCAT on the middle school classroom from the teacher's perspective. A survey of 130 middle school teachers was conducted in the spring of 2004. The study included closed-ended questions and space for additional comments. The impact was measured based on three variables, the impact on instructional methodologies, the impact on the quality of education and the impact on job satisfaction. Each of these variables was further analyzed to see if the grade of the school in which the teacher works has an effect on their responses to the survey. Furthermore, an analysis was conducted to determine if the subject area which the teacher teaches affected responses to the survey. Results indicate that responses are split on the majority of questions relating to the impact of the FCAT and the Florida Public Accountability System on both the instructional methodologies in classrooms and on the quality of education. These results showing both positive and negative responses between individual teachers indicate a lack of agreement within the teaching profession and create an interesting dynamic for school leaders. The results indicate less disagreement on the effects on job satisfaction with teachers reporting little impact on their own personal job satisfaction however, more impact on staff morale. A school's grade did not appear to influence differences in responses. However, the subject areas that a teacher reported teaching did seem to influence teacher responses. With increasing emphasis on accountability in mind, including Federal No Child Left Behind requirements, further research in this area is recommended.

The purpose of this study was to investigate the dilemmas of planning and implementing whole-school reform in a middle school from the perception of administrators, teachers and parents. A qualitative case study approach was used. Data collection included interviews, observations, and document analysis. Interviews with 28 participants were divided into three consecutive sessions conducted from the bottom up in terms of the hierarchy of power in the organization. Data were transcribed, coded, triangulated, and analyzed to understand the views of participants. The study resulted in three major findings: (a) The principal enhanced the learning organization's capacity for whole-school reform by balancing tensions and conflicts; (b) Implementing a high-stakes testing regime and reform design simultaneously contributed to teacher overload, and reduced the capacity of teachers to implement whole-school reform; and, (c) Learning communities had a pivotal role in fostering collaboration for whole-school reform. The study concluded that: (a) Principal leadership is vital to successful whole-school reform implementation; (b) The crucial challenge of principals in whole-school reform is forging a network of strong relationships within and across staff work teams and the community through the development of learning communities and professional development; and, (c) Whole-school reform must be balanced with and adapted to accountability system if it is to have a chance of succeeding.