Research report on restructuring middle schools

Case study schools represent the full range of elementary schools in Chicago, which vary substantially in social composition, but most have a majority of poor and minority children.

The large size of middle schools has been found in many studies to be detrimental to academic achievement, attendance and social engagement, the authors report.

The report can be ordered from: The study also included three-year case studies of 12 elementary schools, including six schools actively involved in restructuring. Although, cost per-pupil is more effective for larger schools, on a cost per-graduate basis, small schools have been shown to be more efficient.

However, over the last decade, research has suggested that the carve-out of middle grades has backfired.

K-8 grade configuration for middle school achievement–is it worth it?

Research suggests that transitioning into effective schools-within-schools can present challenges. The most successful schools are those that use restructuring to help them function as "professional communities.

The Center developed a set of specific teaching standards that measure the extent to which students are challenged to think, to develop in-depth understanding, and to apply academic learning to important, real-world problems. External agencies can help schools to focus on student learning and enhance Research report on restructuring middle schools capacity through three strategies: In fact, introducing new structures and practices in a school often has the opposite effect, and diverts attention from the quality of student learning.

Lawrence, Barbara Kent, et al. Schools are nested in a complex environment of expectations, regulations, and stimuli from external sources, including districts, state and federal agencies, independent reform projects, parents and other citizens.

Research about school size and school performance in impoverished communities. Researchers also made intensive examination of mathematics and social studies instruction in about classrooms, with complete data on about 2, students.

Big Buildings, Small Schools: Findings We conclude that school restructuring can indeed improve student learning. But there is no "magic bullet" or simple recipe for successful school restructuring.

What are the benefits of small schools? Study of Chicago School Reform. This study included survey data from 8, teachers and principals in elementary and 40 high schools from to Their conclusion is based on a five-year longitudinal study of 40, eighth-grade students in the Philadelphia City School District which is implementing a policy of converting its middle schools into K-8 schools to improve math and reading achievement.

How widely available are small schools? To promote learning of high intellectual quality, a school must build the capacity of its staff to work well as a unit. In Philadelphia, many of the highest-performing middle schools, with achievement levels comparable to K-8 schools, are using outside partner programs designed to implement small learning communities, professional development, cooperative learning and other instructional strategies.

The study was recently published in the American Journal of Education. Deregulation that provides autonomy for schools to pursue a vision of high intellectual standards.

The Cost Effectiveness of Small Schools. The researchers used multilevel modeling, which is similar to regression modeling, but takes into account that students nested within the same schools will have shared similar experiences.

Student-teacher relationships improve, allowing teachers to more easily identify individual talents and unique needs of each student, which offers a more personalized educational experience.

This study allowed intensive study of authentic pedagogy and student performance in a carefully selected group of schools that had made significant progress in restructuring.

The study offered in-depth analysis of how professional community, politics and organizational learning evolved in a diverse set of restructured schools. The opinions expressed in this publication are those of the authors and do not necessarily reflect the views of the supporting agencies.

Each school within the larger school functions autonomously, while at times sharing resources of the larger facility Walcott, et. While small schools alone are not the solution, they can prove to be a useful platform for improved student achievement.

The following conditions can help schools develop the type of professional community needed to promote learning of high intellectual quality:TITLE Progress Report on Restructuring Progress in Four. Maryland Middle Schools: An RBS Report on Progress during / INSTITUTION Research for Better Schools, Inc., Philadelphia, Pa.

SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. The third edition of School Restructuring: What Works When—A Guide for Education Leaders provides information for school and district leaders to choose the intervention model that will work best to improve their schools.

Research Talking Points on Small Schools

The guide provides objective, research-based information and highlights practical decision-making tools that take into account. This research will apply known theories and research about decision making in middle schools and collaborative decision making models and provide an analysis of the middle schools in Coquitlam.

It will also contribute a Canadian context to the body of research on decision making in middle school restructuring. The large size of middle schools has been found in many studies to be detrimental to academic achievement, attendance and social engagement, the authors report.

This research will begin to examine how restructuring decisions are made in the different middle schools in Coquitlam, the key factors of influence on the decision making process, and the participation of staff and parents in the decision making process. This report was prepared at the Center on Organization and Restructuring of Schools, supported by the U.S.

Department of Education, Office of Educational Research and Improvement (Grant No. RQ) and by the Wisconsin Center for Education Research, School of Education, University of Wisconsin-Madison.

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Research report on restructuring middle schools
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