Relationships between the Middle School Concept and Student Demographics

Autor/inn/en	Woods, Scott Christopher; Cromley, Jennifer Grace; Hackmann, Donald Gene
Titel	Relationships between the Middle School Concept and Student Demographics
Quelle	In: Journal of Educational Administration, 58 (2020) 3, S.265-281 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cromley, Jennifer Grace) ORCID (Hackmann, Donald Gene)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-04-2019-0071
Schlagwörter	Middle Schools; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Interdisciplinary Approach; Teamwork; Teacher Collaboration; Planning; Institutional Characteristics; Student Characteristics; Instructional Program Divisions; Racial Composition; Ethnicity; Academic Achievement; Educational Finance; Financial Support; Fiscal Capacity; Socioeconomic Status; Expenditure per Student; Illinois + Suchen Sie Ihr Suchwort? Middle school; Mittelschule; Mittelstufenschule; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehrerkooperation; Ablaufplanung; Planungsprozess; Ethnizität; Schulleistung; Bildungsfonds; Finanzielle Förderung; Finanzmittel; Socio-economic status; Sozioökonomischer Status
Abstract	Purpose: This study explored implementation of the middle school concept (MSC) in Illinois middle-level schools, examining relationships between MSC implementation and schools' relative wealth, racial/ethnic composition, and achievement levels. Design/methodology/approach: This quantitative study utilized a sample of 137 Illinois middle-level schools, defined as containing any combination of grades 5-9, including at least two consecutive grade levels and grade 7. Principals completed an online survey, identifying levels of implementation of advisory, teaming with common planning time (CPT), and a composite of both advisory and teaming with CPT. Findings: Schools with high advisory implementation had significantly higher rates of Latinx enrollments. Schools with lower operating expenditures per pupil were significantly less likely to implement advisory or advisory and teaming. Teaming had a significant relationship with composite PARCC test scores, but there was no significant effect for advisory and no significant interaction of advisory and teaming together. Practical implications: MSC is more expensive to implement, and affluent districts may have the financial means to absorb these costs. Although teaming facilitated improved state test scores, advisory programming did not result in significantly improved scores. Social implications: Lack of access to MSC programming in less affluent communities presents an equity issue for low-income students and students of color. Originality/value: This study contributes to research examining underlying issues of race and poverty and their effects on academic achievement and the effectiveness of the MSC. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01