I am not a fan of middle school and have irked many proponents with my past complaints that it is the Bermuda triangle of education, where achievement and progress go missing in the mist. I also think there is a lot of fuzzy talk about middle school and too much blaming of underachievement on hormones. (All adolescents in the world go through puberty. Why is it that American kids become too addled to learn?)
So, I was eager to take part in the teleconference Tuesday on the largest study ever – so say the authors — of middle grades education. Released today, the study by Edforce involved a survey of 303 principals, 3,752 English language arts and math teachers in grades 6-8, and 157 superintendents in California. The study compared policies and practices against the spring 2009 scores on California’s standards-based tests of 204,000 students in grades 6, 7, and 8.
“We did not ask opinions,” said Trish Williams, executive director of EdSource and study project director. “We asked what they actually did.”
“This helps us crack the code about what works at the middle school level,” said Robert Balfanz, advising consultant to the study and principal research scientist of Everyone Graduates Center at Johns Hopkins University.
