Middle Grades SC - 2005 1

Southern

Regional

Education

Board

MMGW

A Comparative Study of High- and Low-

implementation Middle Grades Schools

Gene BottomsSenior Vice President

gene.bottoms@sreb.org

Middle Grades SC - 2005 2

Southern

Regional

Education

Board

MMGW

Key Questions

Do middle grades schools that have more fully implemented the MMGW model have significantly higher achievement then a comparative group of low-implementation schools?

What are the school and classroom practices that are significantly different between high and low implementation schools?

Middle Grades SC - 2005 3

Southern

Regional

Education

Board

MMGWComparison of Students by Ethnicity and

Parents’ Education Level

Low- implementation

Schools

High-implementation

Schools

White 73% 74%

Minority 27 26

Low Mother’s Education Level

57 49

Source: 2004 Making Middle Grades Work Assessment and Student Survey

Middle Grades SC - 2005 4

Southern

Regional

Education

Board

MMGWComparison of Percentages of Students

Meeting Performance Goals

59% 61%

50%

85%

35% 38%32%

Reading Mathematics Science Goal

High-implementation Low-implementation

Source: 2004 Making Middle Grades Work Assessment and Student Survey

Middle Grades SC - 2005 5

Southern

Regional

Education

Board

MMGW

Key Question

What differences in school and classroom practices would you expect to find between highest- and lowest-implementation schools?

Middle Grades SC - 2005 6

Southern

Regional

Education

Board

MMGWComparison of Percentages of Students Meeting Proficiency Levels in Reading

36%

55%

9%

17%

57%

26%

Proficient/Above Basic Below Basic

High-implementation Low-implementation

Source: 2004 Making Middle Grades Work Assessment and Student Survey

Middle Grades SC - 2005 7

Southern

Regional

Education

Board

MMGWComparison of Percentages of Students

Meeting Proficiency Levels in Mathematics

33%

50%

17%16%

45%39%

Proficient Basic Below Basic

High-implementation Low-implementation

Source: 2004 Making Middle Grades Work Assessment and Student Survey

Middle Grades SC - 2005 8

Southern

Regional

Education

Board

MMGWComparison of Percentages of Students Meeting Proficiency Levels in Science

29%

38%34%

17%

31%

52%

Proficient Basic Below Basic

High-implementation Low-implementation

Source: 2004 Making Middle Grades Work Assessment and Student Survey

Middle Grades SC - 2005 9

Southern

Regional

Education

Board

MMGW

Key Question

What are the root causes that would result in differences in the achievement of the two levels of schools?

Middle Grades SC - 2005 10

Southern

Regional

Education

Board

MMGWComparison of Percentages of Students Completing Rigorous English/Reading

Curriculum

26%36% 38%

14%

31%

53%

85%

High Rigor (3 to 4)

ModerateRigor (2)

Low Rigor (0 to 1)

Goal

High-implementation Low-implementation

Source: 2004 Making Middle Grades Work Assessment and Student Survey

Middle Grades SC - 2005 11

Southern

Regional

Education

Board

MMGWComparison of Percentages of Students Experiencing a Rigorous English Reading

Curriculum

IndicatorLow-

implementation Schools

High-implementation

Schools

Took advanced English/language arts classes.

22% 24%

Wrote a major research paper semester or yearly.

52 62**

Completed short writing assignments (1-3 pages) monthly or weekly.

47 61**

Read 11 or more books in and out of school.

25 38**

Source: 2004 Making Middle Grades Work Assessment and Student Survey

* p<.05; **p<.01

Middle Grades SC - 2005 12

Southern

Regional

Education

Board

MMGWComparison of Percentages of Students Completing Rigorous Mathematics

Curriculum

Source: 2004 Making Middle Grades Work Assessment and Student Survey

Middle Grades SC - 2005 13

Southern

Regional

Education

Board

MMGWComparison of Percentages of Students

Completing Rigorous Science Curriculum

Source: 2004 Making Middle Grades Work Assessment and Student Survey

Middle Grades SC - 2005 14

Southern

Regional

Education

Board

MMGWComparison of Percentages of Students Experiencing a Rigorous Science Core

IndicatorLow-

implementation Schools

High-implementation

Schools

Used math skills to solve problems in science monthly or weekly.

59% 76%**

Had hands-on science in living things (plants, animals, bacteria, etc.)

52 64**

Had hands-on science in chemistry (elements, compounds, mixtures, etc.)

62 77**

Source: 2004 Making Middle Grades Work Assessment and Student Survey* p<.05; **p<.01

Middle Grades SC - 2005 15

Southern

Regional

Education

Board

MMGWComparison of Percentages of Students Experiencing a Rigorous Science Core

IndicatorLow-

implementation Schools

High-implementation

Schools

Had hands-on science in simple machines (pulleys, levers, etc.)

40% 54%**

Had hands-on science in the environment.

50 64**

Source: 2004 Making Middle Grades Work Assessment and Student Survey* p<.05; **p<.01

Middle Grades SC - 2005 16

Southern

Regional

Education

Board

MMGWAligning Middle Grades Academic Core to

High School Readiness Standards

Take time to assess your current effort to align middle grades curriculum to high school readiness standards.

Identify an Outstanding Practice already in place at your school.

Select a major action to focus on in year one. Select a major action to focus on in year two. Select a major action to focus on in year

three. Note: Actions should be measurable.

Middle Grades SC - 2005 17

Southern

Regional

Education

Board

MMGWComparison of Percentages of Students Experiencing an Emphasis on Literacy

41%36%

20%21%

37% 37%

Intensive (5 to 8) Moderate (3 to 4 of 8)

Low (0 to 2)

High-implementation Low-implementation

Source: 2004 Making Middle Grades Work Assessment and Student Survey

Middle Grades SC - 2005 18

Southern

Regional

Education

Board

MMGWComparison of Percentages of Students Having Engaging Literacy Experiences

IndicatorLow-

implementation Schools

High-implementation

Schools

Used Internet to find information for assignments often.

47% 62%**

Have used a computer at school for schoolwork monthly or weekly.

53 57**

Used word processing or presentation software monthly or weekly.

32 48**

Source: 2004 Making Middle Grades Work Assessment and Student Survey

* p<.05; **p<.01

Middle Grades SC - 2005 19

Southern

Regional

Education

Board

MMGWComparison of Percentages of Students Having Engaging Literacy Experiences

IndicatorLow-

implementation Schools

High-implementation

Schools

Developed and analyzed tables, charts and/or graphs often.

31% 46%**

Made oral presentations before class on an assignment semester or monthly.

54 69**

Received samples of high quality work to use as models monthly or weekly.

29 43**

Source: 2004 Making Middle Grades Work Assessment and Student Survey

* p<.05; **p<.01

Middle Grades SC - 2005 20

Southern

Regional

Education

Board

MMGWComparison of Percentages of Students Having Engaging Literacy Experiences

IndicatorLow-

implementation Schools

High-implementation

Schools

Spent one hour or more reading outside of school on a typical day.

38% 40%

Have read 11 or more books this year both in and out of school.

25 38**

Source: 2004 Making Middle Grades Work Assessment and Student Survey

* p<.05; **p<.01

Middle Grades SC - 2005 21

Southern

Regional

Education

Board

MMGWEngaging Students in Reading and Writing

for Learning

Take time to assess your current effort to engage students in reading and writing for learning.

Identify an Outstanding Practice already in place at your school.

Select a major action to focus on in year one. Select a major action to focus on in year two. Select a major action to focus on in year

three. Note: Actions should be measurable.

Middle Grades SC - 2005 22

Southern

Regional

Education

Board

MMGWComparison of Percentages of Students Having Engaging Numeracy Experiences

38%43%

16%18%

43%

35%

Intensive (10 to 14) Moderate (6 to 9 of 14)

Low (0 to 5)

High-implementation Low-implementation

Source: 2004 Making Middle Grades Work Assessment and Student Survey

Middle Grades SC - 2005 23

Southern

Regional

Education

Board

MMGWComparison of Percentages of Students Having Engaging Numeracy Experiences

IndicatorLow-

implementation Schools

High-implementation Schools

Solved non-textbook math problems weekly.

63% 72%**

Used math skills to solve problems in other classes monthly and weekly.

44 57**

Mathematics teachers did show how mathematics can be used to solve problems in real life.

83 88**

Source: 2004 Making Middle Grades Work Assessment and Student Survey

* p<.05; **p<.01

Middle Grades SC - 2005 24

Southern

Regional

Education

Board

MMGWComparison of Percentages of Students

Having Engaging Numeracy Experiences

IndicatorLow-

implementation Schools

High-implementation Schools

Worked with other students on a mathematics assignment monthly and weekly.

55% 71%**

Worked in groups to brainstorm how to solve a problem monthly and weekly.

42 58**

Teachers encourage students to help each other sometimes or often.

24 31**

Source: 2004 Making Middle Grades Work Assessment and Student Survey

* p<.05; **p<.01

Middle Grades SC - 2005 25

Southern

Regional

Education

Board

MMGWComparison of Percentages of Students Having Engaging Numeracy Experiences

IndicatorLow-

implementation Schools

High-implementation Schools

Explained to the class how to solve a math problem monthly and weekly.

55% 72%**

Wrote sentences about how to solve a mathematics problem monthly or weekly.

49 59**

Explained different ways to solve a mathematics problem monthly and weekly.

57 73**

Source: 2004 Making Middle Grades Work Assessment and Student Survey

* p<.05; **p<.01

Middle Grades SC - 2005 26

Southern

Regional

Education

Board

MMGWComparison of Percentages of Students

Having Engaging Numeracy Experiences

IndicatorLow-

implementation Schools

High-implementation Schools

Teachers know their subject and can make it interesting and useful often.

30% 42%**

Developed and analyzed tables, charts and/or graphs in school work often.

31 46**

Used a scientific calculator to complete mathematics assignments weekly.

50 58**

Source: 2004 Making Middle Grades Work Assessment and Student Survey

* p<.05; **p<.01

Middle Grades SC - 2005 27

Southern

Regional

Education

Board

MMGWEngaging Students in Challenging

Mathematics Assignment

Take time to assess your current effort on engaging students in learning mathematics.

Identify an Outstanding Practice already in place at your school.

Select a major action to focus on in year one. Select a major action to focus on in year two. Select a major action to focus on in year

three. Note: Actions should be measurable.

Middle Grades SC - 2005 28

Southern

Regional

Education

Board

MMGWComparison of Percentages of Students Having Engaging Science Experiences

30%

49%

18%13%

42%39%

Intensive (8 to 12) Moderate (5 to 7) Low (0 to 4)

High-implementation Low-implementation

Source: 2004 Making Middle Grades Work Assessment and Student Survey

Middle Grades SC - 2005 29

Southern

Regional

Education

Board

MMGWComparison of Percentages of Students Having Engaging Science Experiences

IndicatorLow-

implementation Schools

High-implementation Schools

Completed graded short writing (1-3 pages) assignments each semester.

25% 28%*

Used log or notebook to keep records when doing science experiments.

58 73**

Completed written reports on scientific investigations semester or monthly.

45 54**

Wrote long answers to questions on tests in science monthly.

36 44**

Source: 2004 Making Middle Grades Work Assessment and Student Survey

* p<.05; **p<.01

Middle Grades SC - 2005 30

Southern

Regional

Education

Board

MMGWComparison of Percentages of Students Having Engaging Science Experiences

IndicatorLow-

implementation Schools

High-implementation Schools

Used equipment to do activities in a science lab with tables and sinks semester or monthly.

44% 52%**

Worked with others on a challenging science assignment monthly or weekly.

58 74**

Completed a science project that took one week or more.

67 81**

Teachers encourage students to help each other sometimes or often.

24 31**

Source: 2004 Making Middle Grades Work Assessment and Student Survey

* p<.05; **p<.01

Middle Grades SC - 2005 31

Southern

Regional

Education

Board

MMGWComparison of Percentages of Students Having Engaging Science Experiences

IndicatorLow-

implementation Schools

High-implementation Schools

Teachers know their subject and can make it interesting and useful often.

30% 42%**

Used word processing software to complete an assignment often.

36 49**

Developed and analyzed tables, charts and/or graphs in school work often.

31 46**

Used the Internet to find information for completing assignments often.

47 62**

Source: 2004 Making Middle Grades Work Assessment and Student Survey

* p<.05; **p<.01

Middle Grades SC - 2005 32

Southern

Regional

Education

Board

MMGWEngaging Students in Challenging Science

Assignment

Take time to assess your current effort. Identify an Outstanding Practice

already in place at your school. Select a major action to focus on in

year one. Select a major action to focus on in

year two. Select a major action to focus on in

year three. Note: Actions should be measurable.

Middle Grades SC - 2005 33

Southern

Regional

Education

Board

MMGWComparison of Percentages of Students

Experiencing High Expectations

27%

52%

20%16%

48%

35%

Intensive (6 to 8) Moderate (3 to 5 of 8)

Low (0 to 2 of 8)

High-implementation Low-implementation

Source: 2004 Making Middle Grades Work Assessment and Student Survey

Middle Grades SC - 2005 34

Southern

Regional

Education

Board

MMGWComparison of Percentages of Students Experiencing High Expectations

IndicatorLow-

implementation Schools

High-implementation Schools

School and classroom rules are defined and clear often.

53% 64%**

Teachers clearly indicate standards of work needed for an A or B often.

48 60**

Teachers set high standards and are willing to help meet them often.

38 51**

Revise written work several times to improve quality sometimes or often.

22 29**

Source: 2004 Making Middle Grades Work Assessment and Student Survey

* p<.05; **p<.01

Middle Grades SC - 2005 35

Southern

Regional

Education

Board

MMGWComparison of Percentages of Students

Experiencing High Expectations

IndicatorLow-

implementation Schools

High-implementation Schools

Failed to complete or turn in assignments never or rarely.

58% 68%**

Spent one hour or more on homework each day.

23 29**

Most teachers encourage me to do well in school often.

60 70**

Work hard to meet high standards on assignments often.

41 50**

Source: 2004 Making Middle Grades Work Assessment and Student Survey

* p<.05; **p<.01

Middle Grades SC - 2005 36

Southern

Regional

Education

Board

MMGW

Setting High Expectations for Students

Take time to assess your current effort. Identify an Outstanding Practice

already in place at your school. Select a major action to focus on in

year one. Select a major action to focus on in

year two. Select a major action to focus on in

year three. Note: Actions should be measurable.

Middle Grades SC - 2005 37

Southern

Regional

Education

Board

MMGWComparison of Percentages of Students Experiencing an Emphasis on Guidance

35%

44%

19%19%

45%

33%

Intensive (4 to 6) Moderate (2 to 3 of 6)

Low (0 to 1 of 6)

High-implementation Low-implementation

Source: 2004 Making Middle Grades Work Assessment and Student Survey

Middle Grades SC - 2005 38

Southern

Regional

Education

Board

MMGWComparison of Percentages of Students

Receiving Guidance

IndicatorLow-

implementation Schools

High-implementation Schools

Encouraged by a counselor or teacher to take Algebra in 6th, 7th or 8th grade.

24% 29%**

Have a written plan for courses I will take in high school.

44 61**

Parents and someone at school helped write plan for courses.

37 54**

Source: 2004 Making Middle Grades Work Assessment and Student Survey

* p<.05; **p<.01

Middle Grades SC - 2005 39

Southern

Regional

Education

Board

MMGWComparison of Percentages of Students

Receiving Guidance

IndicatorLow-

implementation Schools

High-implementation Schools

Expected to take notes from a lecture weekly in 9th grade English.

46% 59%**

Expected to solve real-world problems weekly in 9th grade math.

39 52**

Talked about 9th grade in both 7th and 8th grade.

26 31**

Source: 2004 Making Middle Grades Work Assessment and Student Survey

* p<.05; **p<.01

Middle Grades SC - 2005 40

Southern

Regional

Education

Board

MMGW

Providing Guidance and Advisement

Take time to assess your current effort. Identify an Outstanding Practice

already in place at your school. Select a major action to focus on in

year one. Select a major action to focus on in

year two. Select a major action to focus on in

year three. Note: Actions should be measurable.

Middle Grades SC - 2005 41

Southern

Regional

Education

Board

MMGWComparison of Percentages of Students

Experiencing Extra Help

16%

38%

13%9%

33%

20%

Full (5) Moderate (3 to 4 of 5)

Low (0 to 2 of 5)

High-implementation Low-implementation

Source: 2004 Making Middle Grades Work Assessment and Student Survey

Middle Grades SC - 2005 42

Southern

Regional

Education

Board

MMGWComparison of Percentages of Students

Experiencing Extra Help

IndicatorLow-

implementation Schools

High-implementation Schools

Teachers care enough that they will not let me get by without doing work often.

35% 45%**

Have access to extra help from teachers without much difficulty often.

37 51**

Teachers are available before, during or after school a few times a week.

45 60**

Source: 2004 Making Middle Grades Work Assessment and Student Survey

* p<.05; **p<.01

Middle Grades SC - 2005 43

Southern

Regional

Education

Board

MMGWComparison of Percentages of Students

Experiencing Extra Help

IndicatorLow-

implementation Schools

High-implementation Schools

Extra help received at school helped to understand work sometimes or often.

61% 68%**

Tried harder on school work after receiving extra help sometimes or often.

62 68**

Source: 2004 Making Middle Grades Work Assessment and Student Survey

* p<.05; **p<.01

Middle Grades SC - 2005 44

Southern

Regional

Education

Board

MMGW

Providing Students with Extra Help

Take time to assess your current effort. Identify an Outstanding Practice

already in place at your school. Select a major action to focus on in

year one. Select a major action to focus on in

year two. Select a major action to focus on in

year three. Note: Actions should be measurable.

Middle Grades SC - 2005 45

Southern

Regional

Education

Board

MMGWComparison of Percentages of Teachers Experiencing Continuous Improvement

35%30% 31%

21%27%

48%

High (4 to 5) Middle (2 to 3 of 5) Low (0 to 1 of 5)

High-implementation Low-implementation

Source: 2004 Making Middle Grades Work Assessment and Student Survey

Middle Grades SC - 2005 46

Southern

Regional

Education

Board

MMGWComparison of Percentages of Students Experiencing Continuous Improvement

IndicatorLow-

implementation Schools

High-implementation Schools

Teachers in this school are always learning and seeking new ideas.

40% 58%**

Staff uses data reports to evaluate school programs.

36 48**

Teachers and administration in this school work as a team.

33 49**

Source: 2004 Making Middle Grades Work Assessment and Student Survey

* p<.05; **p<.01

Middle Grades SC - 2005 47

Southern

Regional

Education

Board

MMGWComparison of Percentages of Students Experiencing Continuous Improvement

IndicatorLow-

implementation Schools

High-implementation Schools

Goals and priorities for this school are clear.

40% 51%**

Teachers in this school maintain a demanding yet supportive environment.

34 53**

Source: 2004 Making Middle Grades Work Assessment and Student Survey

* p<.05; **p<.01

Middle Grades SC - 2005 48

Southern

Regional

Education

Board

MMGW

Continuous School Improvement

Take time to assess your current effort. Identify an Outstanding Practice

already in place at your school. Select a major action to focus on in

year one. Select a major action to focus on in

year two. Select a major action to focus on in

year three. Note: Actions should be measurable.

Middle Grades SC - 2005 49

Southern

Regional

Education

Board

MMGWMaking Middle Grades Work

is about:

Rigorous curriculum Engaging assignments Relevant instruction Student and teacher support A goal focus toward high school

readiness Leadership for continuous

improvement