Ronald D. Williamson

Challenging Orthodoxy: An Emerging Agenda for Middle Level Reform.

In many communities middle school education is under assault. After thirty years of growth in the middle school concept, serious questions are being asked about the rationale and effectiveness of the middle school model. While the evidence continues to grow that much of the restructuring advocated for middle level schools has positive impact on adolescent students (Felner, Jackson, Kasak, Mulhall, Brand, & Flowers, 1997; Lee & Smith, 1993; Russell, 1997), parents and community members are increasingly concerned about the way such programs are implemented. Questions have arisen about the importance of achievement in middle schools and the rationale for many of its programs. Following interviews and surveys of over 4,200 par ents and community members in nine states a constel lation of issues surfaced (Johnston, Williamson & Johnston, 1996; Williamson, Johnston & Johnston, 1997). Three—anonymity, rigor and challenge, and responsiveness to the needs of children—represent the depth of concern. Middle schools were perceived by parents and other members of the community as impersonal and relatively anonymous places. Compared to most ele mentary schools, middle schools are substantially larger and many buildings look and feel like large high schools. Parents perceived that even in the presence of teams and other organizational arrangements their chil dren were not known well by any single adult. Compounding the effects of size was the lack of a consistent adult contact for students. Even with func tioning advisory programs and teaching teams, parents raise similar concerns. During an interview one parent identified eleven different adults interacting with her daughter each day—seven classroom teachers, advisor, counselor, resource teacher, and reading teacher. This parent and others in her group were clear about the need for a single source of case management for stu dents—some single adult who knows their child and whom the parent can call and get information about their child.

Facilitating Student Transitions into Middle School.

Two students began middle school today. Ramon always did well in elementary school, but today he is concerned about the pressures he has been told exist at middle school. He does not know how to get to his classes, and the other sixth graders do not appear to know where they are going either. The people in his classes are strangers, and he feels intimidated by the seventh and eighth graders when walking in the halls. Ramon cannot open his lock er. He is overwhelmed by the amount of information he is receiving about life in middle school. His first period teacher gave him an assignment book, but he is not sure what to do with it. Even though he is looking forward to it, the greater freedom is confusing to him. Last spring in elementary school, he met his middle school counselor who came to his school for a brief pre sentation. He has not met the principal, and is told that he will not meet her until later this month, unless he gets in trouble. Ramon rides a bus home from school. Listening to high schoolers and older middle schoolers discuss their weekend of partying, he feels sad and lost. This is going to be a terrible year. Across town, Nikita also started middle school. She moves easily from class to class, helped by two opportu nities to visit the middle school and run through her schedule. She is very comfortable with the teachers; they are not new to her. She is happy that her locker was as easy to open today as it was at the open house in August. During the summer Nikita received a booklet about the services offered at the middle school. She and her parents also received an information packet about peer pressure, middle school expectations, a student hand book, and what to expect the first day of school. She met her school counselor and principal on several occa sions, and also met the teacher who will be her teacher advisor. Mr. Chung likes kids, and she is sure he will be able to relate to her. Nikita also has an assigned buddy, eighth grader Amanda. Amanda was at the school-sponsored picnic held two weeks ago where Nikita met the sixth grade teachers and some of the other students. It was a fun picnic with lots of exciting stories about middle school. All of the buddies were there, and they helped the sixth graders practice open ing their lockers. Today their buddies will spend time with them, helping them with lockers, showing them how to get around, and being helpful. Nikitas first peri od teacher spent most of the period discussing assign ment books, locker organization, and other expecta tions. The counselor also had a short meeting to give the students the opportunity to talk about their first day. Next week they will meet again. On the bus ride home, Nikita sits with another sixth grader and Amanda. She hears some of the high schoolers talking about their wild weekend. She does not think they sound too smart. Nikita feels that her day has been awesome. This is going to be a wonderful year. Two students, two vastly different experiences. Ramon and Nikita represent thousands of students who every year make the transition from elementary to mid dle school. Some experience a relatively smooth move to a new setting. They feel knowledgeable, confident of

Listening to Four Communities: Parent and Public Concerns About Middle Level Schools:

True school reform means working with communities to identify their concerns and then trying to make changes to benefit students and their families. To do that, schools must begin by listening—quietly and sincerely—so they hear what their clients are saying about needed reforms in middle level education.

Responding to Parent and Public Concerns About Middle Level Schools

An April 1998 NASSP Bulletin article by Williamson and Johnston, Listening to Four Communities: Parent and Public Concerns About Middle Level Schools, reported the findings of a study in four diverse communities. What can be done to respond to those concerns?