Addressing the Middle Grade Issues

A major transformation is about to take place in the North Adams School District, and in my view, it will represent the most significant and most important change in the academic and social environment for children in North Adams in several decades.

I am not naïve enough to think that everyone agrees with me on this. But let me tell you, both as a parent and as a member of the school committee, why I feel this way.

Let me first say that North Adams has had a very good middle school with many great teachers. There are established middle school “best practices” in the world of education, and Conte has adopted all of them. And as evidenced by the over 400 students in Wednesday night’s “North Adams Arts Jamboree” at MASS MoCA, middle school students contribute to the creative talent in the North Adams School District.

My two children attended Conte several years ago and both did just fine; in fact, they did very well. Some of their best teachers in the North Adams School District were at Conte, and are still there.

I attended the parent meetings as we considered the closing of Conte Middle School. I heard some impassioned commentary from elementary school children’s parents who felt sadness that their children would not get to benefit from the increased socialization environment of a middle school. And many expressed concerns of losing many of the middle school programs that could only be provided in a middle school. Both concerns are genuine by those who expressed them. But in my view, neither is justified.

For the past two years, I have had the benefit of looking at substantial research and anecdotal evidence regarding middle schools and other grade configurations. The new North Adams School District grade configuration will be K-7 and 8-12, instead of the original plans of a K-8 9-12, a change that the current economic challenges have forced the school district’s hand to move forward on. But whether converting a school district grade configuration to a K-8 or K-7, the benefits supported by the research are the same. And I believe the new K-7 8-12 has several benefits for the 8th grade students over the original K-8 plan, but that discussion is left for another op-ed, if given the opportunity.

Converting from middle schools to K-8’s has been happening throughout the country, including many cities and towns in New England. Holyoke, Boston, Everett, Malden, Somerville, Hartford, Providence, Bristol, CT, New York City, Philadelphia, Pittsburgh, Baltimore, Cincinnati, Milwaukee, Denver, San Diego are some of those.

Headlines in national newspapers have noted the growing move away from the middle school, including the Wall Street Journal (“Middle School Goes Out of Fashion”), the Boston Globe (“Boston Shifts to K-8 Schools to Help Students In Middle”), USA Today
(“Middle School Getting Edged to the Back -- Low Scores, Parents' Concerns Propel a Move to K-8 Model."), the New York Times (“Taking Middle Schoolers Out of the Middle” and “Why Middle Schools Are Being Questioned”) and ABC News (“Do Middle Schools Face ‘Bermuda Triangle”).

According to the Mass Department of Elementary & Secondary Education, the 2008 MCAS Adequate Yearly Progress Reports show that 75% of all Massachusetts middle schools are identified for improvement, corrective action, or restructuring. This compares to 25% of high schools and 45% of elementary schools. I share the view of many that MCAS should not be a sole indicator of our children’s education, but those numbers are supported by many other indicators of academic performance of middle school students.

Whether converting a school district grade configuration to a K-8 or K-7 the grade configuration offers many research-supported and real-life benefits to children, including:

Parental involvement continues strong. Families develop strong and continuous connections to the school. Parents of younger kids tend to be a lot more active than middle school parents, and the schools retain the benefit of experienced, active parents as younger siblings come in. I cannot overemphasize the importance of a parents influence in a child’s life. You cannot expect any school system, public or private, to take the place of a parent. Your child’s social and academic development is a team effort.

With the kids having long-term relationships with teachers & the school, students experience less anxiety about entering the middle grades.

Middle grade students in a K-7 or K-8 school behave differently than in a middle school. Many older students develop leadership skills and responsibility, and experience the value of helping others, being mentors for the younger children. Many take on the role of protector and role model as opposed to having to establish new reputations upon entering a middle school.

Students have a more seamless transition between their primary, intermediate, and middle grade programs. The continuity of K-7 or K-8 schooling reduces feelings of anonymity that may be experienced in middle school, which in a middle school can lead to negative coping mechanisms including fighting, bullying, displaying a "don’t care" attitude, or self-destruction.

Research indicates that in many cases, students in a K-7 or K-8 environment at each grade level achieve higher levels of academic growth over time.

K-7 & 8-12 models eliminate one transition and student achievement levels do not drop as is typically seen during transition years.

K-7 schools can give at-risk students, in particular, greater opportunities at success by building relationships with staff over a longer course of time. Research shows that at-risk students are the most to benefit from eliminating the extra transition of a middle school.

A K-7 school can incorporate a distinct, rigorous, and developmentally appropriate middle grades curriculum. In North Adams, the laptop initiative, physical education, foreign language, band, chorus & after-school programs can and would continue in the new grade configuration.

Research indicates students in a K-7 or K-8 school show higher self-esteem, less victimization by other students, greater levels of participation in extracurricular activities, and healthier adolescent development.

K-8 schools across the country display higher attendance rates and fewer disciplinary problems.

I could give several specific examples of families choosing to live elsewhere to avoid having their child go through the middle school experience in North Adams. I feel this was more a perception issue than anything specific about Conte, but unfortunately perception is reality for many people.

I am also well aware that there are many who looked forward to the middle school experience for their children. Many children do fine and often thrive in a middle school environment. There are cities and towns throughout the state and the country that have successful outcomes with their middle schools. Yet, in spite of a quality middle school with adopted “best practices” and a whole host of quality programs and quality teachers, for whatever reason – and I’ve listed several – North Adams and a middle school has not been a good fit.

The new grade configuration is not a magic bullet. But it is a major step in the right direction. Change in grade configuration has been in discussion for nearly two years. We have outstanding school administrators, exceptional principals and incredibly dedicated and professional teachers that have the ability to make this new grade configuration the best that it can be. Trust them. Support them. And parents, be there for your children, all the time.

In addressing the middle grade issues, we address the overall student academic performance of the school district, the transition issues, the behavior issues, the attendance rates, and the dropout rates. In short, we give a child the best opportunity for strong academic and social growth and give them the chance for a better future. Help make it happen.