Narrative Summary of Findings • February 2010

Gaining Ground in the
Middle Grades: Why
Some Schools Do Better
A Large-Scale Study of Middle Grades
Practices and Student OutcomesFebruary 2010

Narrative Summary

Gaining Ground in the Middle Grades:
Why Some Schools Do Better
A Large-Scale Study of Middle Grades Practices and Student Outcomes
Research Team:
EdSource

American Institutes for Research
Jesse Levin, Ph.D., senior research scientist
Special Consultants
Bill Padia, Ph.D., (retired) deputy superintendent, assessment
and accountability, California Department of Education

Trish Williams, executive director, study project director
Matthew Rosin, Ph.D., senior research associate
Mary Perry, deputy director
Ben Webman, senior data analyst
Kathy Wilson, research assistantRebecca Payne, research intern
Kathryn Morgan Woodward, research associate
Stanford University

Robert Balfanz, Ph.D., principal research scientist,
Everyone Graduates Center, Johns Hopkins University,
advising consultant to the study
EdSource thanks Reed Hastings, CEO of Netflix,for his generous support of this study.
Suggested citation:
Williams, T., Kirst, M., Haertel, E., et al. (2010).
Gaining Ground in the Middle Grades: Why Some Schools Do
Better. Mountain View, CA: EdSource.
This narrative report is a short summary of a complicated andcomprehensive study. For more detail see the Initial Research
Report and the Technical Appendices at www.edsource.org/
middle-grades-study.html
EdSource
520 San Antonio Road, Suite 200
Mountain View, CA 94040-1217

Michael W. Kirst, Ph.D., professor emeritus, study
principal investigator
Edward Haertel, Ph.D., professor, study technical director

Narrative Summary—Gaining Ground in the Middle Grades

Copyright © 2010 EdSource, Inc. All rights reserved.
For more information or permission to reprint, contact:
edsource@edsource.org or call 650-917-9481

Gaining Ground in the Middle Grades:
Why Some Schools Do Better
Overview of Study and Findings
In the 2008-09 school year researchers from
EdSource and Stanford University conducted alarge-scale study of 303 middle grades schools
in California. The team surveyed 303 principals,
3,752 English Language Arts (ELA) and mathteachers in grades 6-8, and 157 superintendents ofthe districts and charter management organizations
that oversee the schools.
The sample of schools included grades 6-8 (50%),
K-8 (24%), and 7-8 (26%). Half of the schools
served predominantly low-income student populations
and half served predominately middle-income
populations. Twenty-seven of the schools were charters.
The three separate surveys explored 10 broad
domains of effective middle grades practice, andincluded over 900 items combined. Questions
focused on concrete, actionable practices and policies
and were drawn from an extensive review of middle
grades research and theory as well as current stateand federal policy.
The study analyzed the reported district and school
practices against spring 2009 scores on California’s
standards-based tests in ELA and math in grades 6,7, and 8 taken by the close to 204,000 students inour sample. Multiple regression analyses controlled
for student demographic differences. One set ofanalyses relied on a longitudinal student data file tocontrol for three years of prior student achievement
to determine which reported practices by middle
grades educators were most strongly associated withschools that showed gains or growth in student
scores over what would have been predicted.
Gaining Ground in the Middle Grades is one of the largest
studies of its kind conducted on middle grades
educational practices and their relationship to
student outcomes. The major contribution of ourstudy is the set of specific actionable practices that
middle grades educators and leaders can implement
now by making smart, strategic choices.

After controlling for student demographics, what
did this study find?
Among middle grades schools serving very similar
students in terms of socio-economic background,parent education level, and ethnicity, some schools
are doing much better than their peers at improving
student outcomes in ELA and mathematics.
What differentiates the higher-performing
schools most from the lower-performing schools
is a shared district and schoolwide culture thatn places its primary focus on improvements inacademic outcomes for all students, from thelowest performing to the highest;

Middle grade schoolsn designs its instructional program to prepare all
students for a rigorous high school education.

that are outperformingThis focus is reflected in how district and school
educators set measurable goals for improvement,
communicate with students and families about therelationship of middle grades achievement to futuregoals, and make improved student outcomes a partof educator performance evaluations. It is also
reflected in the intensity and coherence with which
the educators align school curricula, assessments,
and instruction to the state’s academic standards;
how assessment data are reviewed and analyzed to
improve instruction and learning; and how both
required and voluntary academic interventions are
implemented to proactively keep students on track.

students are doing

This study did not find a consistent or strong
association between student outcomes on standardsbased tests and school grade configuration ororganizational models of teachers and instruction.

reflects a significant

This Narrative Summary provides the reader with abroad overview of the study’s methodology, limitations,and findings. We conclude with implications of ourfindings. For more detail on the numerous highimpact and actionable practices and policies identified
in our study, go to page 8 of this Narrative.

for the future.

© 2010 EdSource 1

their peers with similar
so with a full-court
organizational press
on improved student
outcomes. That press—
from including student
outcomes in educatorevaluations toensuring teacher
common planning
time for discussions ofstudent assessment—
school culture shift
and is focused on
preparing students

Why Are Middle Grades Outcomes
So Important?

There has been a great deal of focus in recent years on high school
reform as a way to ensure all students graduate ready for a skilled
job or additional postsecondary education.

It is clear from thisstudy that there areschool and district
practices that havea significant impact
on student outcomes
regardless of student
background.

As expectations for a more highly educated American citizenry rise, what happens in the middle
grades matters more now than ever. That is because:n It is in the middle grades where many students
begin to lose ground in key subject areas such as
mathematics. In California, which educates one
in every eight students in grades 6 through 8in the United States, student achievement inmathematics in any given year is lower in the
middle grades than in the elementary grades.
Although California has made much progressin recent years in improving the middle grades
performance levels of its students, according todata published by the California Departmentof Education (CDE), two-thirds of 4th gradersin California scored proficient or advanced inmathematics in 2009, compared with only 43%
of 7th graders. Nationally, most states see a dip
in middle grade proficiency levels on the National
Assessment of Education Progress (NAEP)
compared with elementary levels.
n Middle grades are the last best chance to identify students at risk of academic failure andget them back on track in time to succeed inhigh school. Recent data analyses in California(Kurlaender, Reardon, et al. 2008; Zau and Betts,
2008) show that many students at the greatest
risk of high school failure could be identified
early—during the middle grades and the lateelementary years—by their grades, attendance,
behavior, and test scores. A June 2009 policy andpractice brief by Robert Balfanz, which looked
at students in Philadelphia schools, found thatin high-poverty environments a student’s middle
grades experience strongly impacts the odds of

2 Narrative Summary—Gaining Ground in the Middle Grades

graduating from high school. Again, the more
“off track” indicators a student has, and the fewer opportunities the school provides for intervention and correction, the more likely that student
will not graduate from high school, much lessenter a college preparatory curriculum there.
n Success in key subjects in the middle grades is astrong predictor of success in high school andbeyond. In California, students’ scores on middle
grades standards-based tests in math and ELA cansignal their chances of passing the California highschool exit exam, which they first take in10th grade. Further, their test scores in math often
determine their math placement when they begin
high school, which has implications for scienceplacement, and consequently for completing therequisite rigorous college preparatory courseworkneeded for admission to the University of California and the California State University systems.
The past two decades have seen the release of many
reports stressing the importance of the middle
grades. All have focused to one degree or another—and with more or less specificity—on the broadconcepts of developmental responsiveness (to youngadolescent needs), social equity (ensuring that all
students are encouraged and supported to achieve
at their full potential), and academic excellence orrigor (consistent with standards-based instruction)as central tenets of their recommendations.
But it has only been very recently that any researchor analysis has been conducted on middle grades
student outcomes, and even less has been conductedon the relationship of various middle grades practices and policies to improving those outcomes.

WHY NOW? The past few years have witnessed afornia, and by identifying which of these practices andpolicies differentiate the higher-performing schools
from the lower-performing schools—serving similar
student populations—on standards-based tests.

global and national economic crisis. At the sametime that public expectations for a better educatedworkforce are rising, state budgets to provide thefunding for K-12 education are getting slashedacross the country and in few places more thanCalifornia. While education funding from states isdeclining, federal education funding opportunities
are increasing and civic groups are re-examining theiropportunities with local sources. We appear to beentering a “new normal,” where for many years ahead
we will have to increase our seriousness about doing
more with less. On the up side, the crisis is causing
individuals and institutions alike to rethink and justify their priorities and to be open to new goals andnew ways to accomplish important objectives.

This Study’s Research Question:
Why do some middle grades schools clearly
outperform others on standards-based tests eventhough they serve a similar student population?
While it is widely accepted among educators thatmuch of the difference in student outcomes among
schools is directly related to student background(or some might say zip code), it is less widely acknowledged that there is great variation in student
performance even among schools serving a very
similar student population.

Middle grades educators and their students, and theirefforts and success, are important. This EdSource
study makes a contribution to the field by documenting the broad range of traditional and newer middle
grades policies and practices that are in place in Cali-

This difference is striking—and in many ways, areason for hope. It is clear from this study that there
are school and district practices that can have asignificant impact on student outcomes regardless ofstudent background.

Variation in Middle Grades Schools’ Performance
The following scatter plot places all middle grades schools in California on a graph with an index score for socioeconomic status (SCI) running along the x-axis and average school-level student scores on the 8th grade ELA standards
test along the y-axis. The plot shows that student test scores clearly rise as family education and socio-economic status(SES) increases. However, looking at the two narrower bands of schools highlighted on the graph, one can see there is abigger difference in performance within each SES band than there is, on average, between the two groups of schools.
Middle Grades Schools Serving Similar Students Vary Widelyin Their Students’ Achievement.
n 20th – 35th Percentile of SCI
Average Score: 328.9
n 70th – 85th Percentile of SCI
Average Score: 360.6

Highest Score 399

Highest Score 377

Lowest Score 307
Lowest Score 298

All the schools in the green bandon the left serve a predominantly
lower-income student population—
yet their school-level mean testscores vary by 79 points fromthe highest-performing schools at
the top of the band to the lowestperforming schools at the bottom.
For the yellow band on the right,
which includes schools that servea predominately middle-income
student population, the school-levelmean test scores vary by 92 points
from the highest-performing schools
to the lowest-performing schools.
However, the difference between
the average school-level mean
test scores in these two bands ofschools is only 32 points!
Source: California Department of Education,2008 Standardized Testing and Reporting(STAR) Program© 2010 EdSource 3

About This StudyThe EdSource research team wanted to identify concrete and actionabledistrict and school practices that differentiate higher-performing schools
from lower-performing ones with similar students. We chose a particularresearch methodology that would allow us to do that.
We surveyed thousands of district and school
educators regarding just over 900 different actionable
practices and policies. We aggregated the responses
up to the school level, then analyzed those responses
against school mean scale scores on the California
Standards Tests for ELA and math. The multiple
regression analyses we ran on these two massive
data files (survey responses and student test scores)
allowed the team to see which reported practices

Distribution of Participating Schools by Region in California
Del
Norte

Siskiyou

Trinityn North: 111 schools; 87 districts(37% of Participants)
Bay Area: 39 schools, 32 districts

Modoc

Shastan Central: 28 schools, 24 districts(9% of participants)

LassenHumboldt
TehamaPlumasLake Colusa

Sierradava Placer
e
N

er

Sutt

Yub
a

Butte

Mendocino Glennn South: 164 schools, 93 districts(54% of participants)
LA County: 48 schools, 30 districts
LAUSD: 11 schools
San Diego County: 27 Schools, 13 districts
SDUSD: 11 schools

Santa Cruz

Alp
ine

ras

ve

Ca
la

Sac
ram
ent

o

El Dorador
ado
Am
SolanoMa
San
rin
Tuolumne
Contra Joaquin
Costa
San FranciscosuMariposa
Alamedalanis
San Mateo
Santa Sta
MercedClara
Sonoma NapaYolo

Mono

nB

en

ito

MontereyInyo

FresnoTulare
Kings
San
Luis
ObispoSanta
BarbaraKern
San Bernardino
VenturaOf the 900+ survey items, we found close to
one-third of them to be positively and significantly associated with higher student performance.
Together they complement each other and add up
to a cohesive interrelated set of district and school
practices and policies. They reflect concrete, actionable practices—which constitute a sort of blueprint—that higher-performing schools are using to
improve their students’ standards-based scores overwhat would have been predicted for those students.
WHAT DISTINGUISHES THE STUDYThe Sample

Our sample of middle grades schools reflects differences in district configuration and size, as wellas the geographic diversity of California.

MaderaSa

were positively and significantly associated only withhigher student test scores and not with lower student
test scores. The regressions controlled for student
background and other relevant factors. One set ofthe regressions used a longitudinal student file tocontrol for three years of prior student test scores,
then identified practices associated with schools that
had made gains on predicted standards test scores. (Amore technical explanation can be found in the Initial
Research Report and the Technical Appendices.)

Los
Angeles

Or

an

ge

Riverside
San Diego

Imperial

4 Narrative Summary—Gaining Ground in the Middle Grades

The research team chose to study the bi-modal
sample of schools illustrated in the previous scatter
plot: Half of the schools serve predominantly lowincome students and half serve predominately middleincome students. The student demographic profiles
vary considerably between the two groups, and withineach socio-economic group their schoolwide student
performance also varies greatly.
We recruited all 528 schools within those two SES
bands and we were able to garner full participationfrom 303 schools, more than half from each band.

California has a diversity of grade configurations
and we chose to study them all: approximately
50% of the 303 participating schools were grades 6-8,
26% were grades 7-8, and 24% were grades K-8. We
also included charter schools that fell within our sample
parameters: 27 participated, some independently operated and some in charter management organizations.
The Methodology

We conducted a large-scale survey to answer the
research question. The research team obtainedcompleted surveys from 303 principals of middle
grades schools; 3,752 of their ELA and mathteachers; and 157 of their district or charter management organization (CMO) superintendents.
The surveys were extensive, including more than
900 items focused on concrete, actionable educational practices and policies in place at the school
and in its district regarding the middle grades. Survey
questions were neutrally phrased and most questions
allowed responses along a range of 1 to 5 to indicate
level of agreement or intensity of implementation.
Study’s 10 Study Domains of Practicen Intense Focus on Academic Outcomesn Standards-Aligned Instruction & Curriculumn Use of Data to Improve Instruction &Learningn Proactive Academic Interventionsn Teacher Competencies, Evaluation, &Supportn Principal Leadershipn Superintendent Leadership & District
Supportn School Environmentn Organization of Teaching & Instructionn Attention to Student Transitions

The survey questions covered 10 broad domains or
areas of effective middle grades practices. The research team generated these 10 domains from a review
of middle grades research and reports over the past
two decades, plus related state and federal policies.
The 900+ survey questions were clustered together by
topic into subdomains under each of the 10 domains.
The Analysis Plan

The unit of analysis was the school. Teacher
responses were aggregated to the school level andanalyzed with the principal’s responses and withthe district/CMO superintendent responses.

The study had seven dependent variables: California Standards Tests (CSTs) in ELA grades 6, 7,
and 8; General Math CSTs in grades 6, 7, and 8;
and Algebra I CSTs in grade 8. Our sample hadtest scores from close to 204,000 students.
Two sets of regression analyses were conducted,
one based on cross-sectional test results andthe other using longitudinal student data. After
student demographic differences and other relevant
factors were controlled for, one set of analyses examined school-level reported practices against 2009school-level standards test scores. The second set ofanalyses used a data file with longitudinal student
test scores going back three years for the students
in our sample to generate a 2009 “predicted” mean
test score for the students in each school based
upon their prior achievement. These analyses identified which school and district practices were moststrongly associated with student achievement growth
or gains beyond the predicted levels.
Limitations: What This Study Is Not
While the study identifies characteristics associated with higherperforming middle grades schools, the reader should rememberthat these analyses cannot establish cause-and-effect relationships
between practices and outcomes.
The study covered a broad range of middle grades policies andpractices. It did not evaluate any particular middle grades program orphilosophy, nor is it a study of middle grades classroom pedagogy.
Equally significant, the outcome measures used in this study are
limited to scores on standards-based state tests in English Language
Arts (ELA) and math. This study does not analyze outcomes in othersubject areas, or pertaining to other important aspects of school
effectiveness such as student engagement, attendance, or health.
Surveys are by nature “self reports” by the educators who completethem. The study team did not conduct site visits to verify implementationof the practices reported by responding superintendents, principals, orteachers. To increase confidence in the validity of responses, about onethird of the questions were asked of at least two of the three categories
of respondents. The team looked for consistency of responses between
levels and required high teacher participation rates from each school:
Over half the 303 schools had 100% teacher response rates and themean for all schools was 88%. An analysis checked the consistency ofteacher responses within schools.
The study considers only California Standards Test outcomes for schools
as a whole. Special education teachers were not surveyed, and theoutcomes studied do not include the California Modified Assessments(CMAs) or the California Alternate Performance Assessment (CAPA). And
although some items pertain to practices specific to the education ofEnglish learners, this study does not examine the CST outcomes of EL
students separately, or the CST outcomes of any other student groupreported separately under the federal No Child Left Behind law.
© 2010 EdSource 5

THE FINDINGS
Making Academic Gains in the Middle Grades
Takes a Full-Court Organizational PressT

he study reveals several policies and practices that correlate with higher
performance in middle grades. These schools, our research shows, createa strong culture that emphasizes improved student academic outcomes. They
also center all the education professionals, resources, and strategies aroundthat focus. In fact, our findings are striking in showing how strong a role theeducational professionals—superintendent, principal, and teachers—play at eachlevel to establish this culture, and how tightly aligned and complementary theiractions are as reflected in their reported perceptions, policies, and practices.

families. Policies and practices related to this area
reflect a level of seriousness about the importanceof improving student outcomes that implies a shift
in the traditional middle grades mission.

Variability Explained by Domain-Specific Practices
0.400

0.050
0.000

Attention to Student
Transitions

0.100

Positive, Safe, Engaging
School Environment

0.150

School Organization of Timeand Instruction

0.200

Early and Proactive
Academic Interventions

0.250

Extensive Use of Data to Improve
Instruction and Student Learning

0.300

Principal Leadershipand Competencies

0.350

Teacher Competencies, Evaluation,and Support

in the actual surveys.

This study domain was more significant than any
other in every analysis we ran: longitudinal andcross sectional, and for the total sample of 303
schools, as well as the subsamples of schools serving
predominantly lower-income and middle-income

Superintendent Leadershipand District Support

phrased as they were

Coherent and Aligned Standards-based
Instruction and Curriculum

reported here are

FINDING: An intense schoolwide focus on improving academic outcomes mostdistinguishes higher- from lower-performing middle grades schools.

Intense Schoolwide Focus on Improving
Academic Outcomes

The practices

Domain B Domain D Domain J Domain H Domain I Domain E Domain F Domain C Domain A Domain G

This study included a longitudinal analysis that measured student test score gains as well as a crosssectional analysis based on 2009 school-level test scores. The reported practices that correlated
most strongly with higher schoolwide student achievement were consistent and complementary
across both analyses. Additional information is available in the Initial Research Report.
6 Narrative Summary—Gaining Ground in the Middle GradesEffective Practices That DistinguishHigher-Performing Schoolsn has clear expectations that students will meetacademic achievement goals; and      Setting measurable goals for improved student
outcomes on standards-based tests.

n holds teachers accountable for using common
planning time to focus on student achievement.

The principal clearly communicates expectations for
improved student outcomes and sets measurable goals.
Improving student outcomes is an important goal
for all students regardless of proficiency level andfor every grade and core subject area.
Meeting and exceeding state and federal accountability targets is a top priority for the school.
Grade and subject matter teams set goals for student achievement; and the school sets measurable
goals for improvement on interim benchmark tests.
A shared school mission to prepare students
academically for the future.

Educators regularly communicate to students theimportance of middle grades achievement to highschool and to future goals.
The school’s instruction and curricula are designed
to prepare all students to leave the middle grades:n with strong foundational academic and study skills;n on track to pass the California High School Exit
Exam (CAHSEE); andn ready to begin taking courses required forcollege admission.
Adults are held accountable and take responsibility
for improved student outcomes.

The superintendent’s annual evaluation is based
to a considerable or great extent on middle grades
student outcomes.
The superintendent also reports being able tonegotiate teacher contracts that place a priority on
improved student achievement.
Survey Statistic: Union Contracts Only 65 of 157
superintendents agreed they could negotiate teacher union
contracts that place a priority on improved student achievement.
Principals report being evaluated by the superintendent based on student success.
Teachers take responsibility for improving theirstudents’ achievement, and strongly agree that theschool principal:n arranges for evaluation of their skills by teacher
leaders;

The school expects students and parents to share
the responsibility for student learning.

In higher-performing schools, teachers report thatthey actively inform students and parents about
the importance of middle grades academics tostudents’ futures.
The school has requirements or contracts for parent
participation.
Survey Statistic: Outcomes and Performance Evaluations
Only slightly more than half of the superintendents (52%) said
they were evaluated to a considerable or great extent on performanceon standards tests at the middle grades and even fewer on preparationof middle grades students for high school. Only 5% of principals
and 24% of superintendents reported salary adjustments based inpart on improvements in student achievement. This practice was not
significantly related to student outcomes in this study.

Was there a difference in which practices mattered most for schools in
different socio-economic bands of the sample?
This study looked at two groups of schools that were selected largelyon the basis of student characteristics, as described here.
20th—35th
70th—85th Middle Grades
Percentile SCI Band Percentile SCI Band
Schools(144 Participating (159 Participating
Statewide
Schools)
Schools)
African American
10.0%
4.9%
7.1%
Hispanic
67.7%
25.0%
46.1%
White
13.2%
55.9%
33.2%
Socioeconomically Disadvantaged
75.6%
29.1%
54.1%
English Learners
26.6%
6.5%
18.0%
Parental Education – Less than High School
27.5%
5.0%
16.7%
Parental Education – College Graduate
8.4%
25.8%
15.9%

Student Demographics/
Background

The practices and policies that differentiated higher- from lower-performing
middle grades schools were for the most part the same across bothgroups of schools. A few practices were associated only with higherperforming schools in the lower student socio-economic sample of thisstudy. These pratices include:n The principal reported that the district will support his/her decision
to replace the school administrative and/or instructional leadershipteam if needed.
n Principals reported that school staff members personally contact
students who cut classes, require detention for tardy students, andgive classroom and schoolwide recognition to excellent attendance.
n Principals reported that the school uses student progress andachievement data as part of teacher evaluations.
n Teachers reported that the principal assigns teachers to ensure
students with the greatest need are served well.

n ensures that evaluations are substantive and meaningful;© 2010 EdSource 7

FINDING: In higher-performing schools, curricula and instruction are closely alignedwith state academic standards.
Based on responses to the combined 900+
questions on our three separate surveys, it appears
that standards-based policy reforms that began
in California in the early 1990s have penetrated
from the district through to the classroom. In thisparticular area of our study, what seems to mostdifferentiate the higher-performing schools fromthe lower-performing ones is not whether they
engage in any of these practices, but whether ahigh level of reported intensity accompanies theimplementation of most practices.
Effective Practices That DistinguishHigher-Performing Schools
Implementation of standards-based curricula andinstructional practice is tight and coherent.

The district leads the adoption of districtwide middle
grades curricula aligned with state academic standards.
Teachers report that the district communicates highexpectations that instruction will closely align withthose standards.
The principal follows through by communicating expectations that the school’s ELA and math teachers will
use the school’s adopted curriculum programs daily.
More specifically, the principal ensures the school’s
ELA and math instruction is:n emphasizes select key standards in each grade
and core subject.
Teachers report collaborating frequently to:n discuss curriculum pacing, scope, and sequence;n develop common benchmarks and assessments;n discuss how common benchmarks and assessments relate to instruction; andn “break down” the state content standards toidentify prerequisite student skills.
Cohesive policies and strategies are implemented tofurther strengthen student learning of ELA and mathin 7th and 8th grades.

For ELA, higher-performing schools report a
structured program to promote literacy across thegrade 8 curriculum and instructional strategies
for writing, and teachers report holding students
accountable for reading outside of class.
For math, teachers report the school considers awide range of factors in placing students into general mathematics classes in grades 7 and 8, including:n explicit criteria set by the school;n scores on a placement or basic skills test;n teacher recommendation;n prior student academic performance;n closely guided by state academic standards andstate-adopted curriculum programs;n student CST scores;n takes into account English Language
Development standards; andn a review by an administrative team to ensure thewidest appropriate access for all students.

n a review by the schools’ lead math teachers; andCalifornia’s K-12 Standards Matterfor Students
Student performance on middle grades
standards-based tests is important because
student placement recommendations inmath in 8th grade and in high school are
based in part on middle grades standardsbased test results. In addition, students
who master the subject-matter academic
standards in the middle grades are more
likely to be prepared for a rigorous highschool curriculum.

8 Narrative Summary—Gaining Ground in the Middle Grades

FINDING: Higher-performing schools use assessment and other student data extensively to improve student learning and teacher practice.
For the most part, very few principals or teachers reported “never” using student assessment data to inform their work. Instead, higher-performing schools
appeared to differ from lower-performing ones in
the frequency of their data use (throughout the year
versus a few times a year) and in how many and whatways they use the data (to improve practice, to diagnose student learning needs, to set goals, etc.).
Effective Practices That DistinguishHigher-Performing Schools
The district plays a strong leadership role regarding
the provision and use of student assessment data.

Principals and teachers report that the school district:n provides schools with timely CST student
achievement data and English language development test data for EL students;n provides a computer-based system to enable schoolstaff members to access and review student data;n determine the professional development needs ofindividual teachers, or of all teachers in a subject
area; andn identify areas for schoolwide improvement.
The principal meets throughout the year with individual teachers, teachers by grade level, English and/or math teachers by department, and other school
administrators to review CST results and benchmark
test results, including for student subgroups.
The extensive use of assessment data by teachers inhigher-performing schools signals a culture shift withstudent outcomes as the focus.

Teachers report frequent use of assessment data to:n evaluate individual student achievement—andachievement by subgroup—and set goals;n help students see steady and measurable progressin their learning;n identify and correct gaps in their instruction; andn offers adequate staff training to enable effective
use of the data management software;n analyze student assessment data to identify effective instructional practices.

n uses student achievement data to identify needs
for improved teacher practices and to identify
and recognize exemplary teacher practices;Teachers report receiving CST data:n communicates clear expectations that instructional decisions will be data driven;n has standards-based benchmark tests in each grade
and subject that it expects all schools to administer;n a nalyzes benchmark test data and reports backpromptly to the school; andn uses student outcomes to influence school andinstructional improvement.
Facility with and frequent use of assessment data
indicates a changing role for principals in higherperforming schools.

The principal personally uses assessment data
extensively and in a variety of ways to:n set goals for the achievement of selected students;n develop strategies to help selected students reachachievement goals;
n follow up on the progress of selected students;n examine teachers’ practices and content knowledge;n individually for all their students;n disaggregated by specific skill/academic content
for all their students;n disaggregated by student subgroup (e.g., racial/ethnic, EL) for all their students; andn in a summary for all students across the gradelevel(s) they teach.
Teachers report the school uses annual student
standards-based assessment scores for placement,
promotion, and/or intervention.
Teachers frequently administer:n benchmark assessments to determine whether students are meeting particular academic standards;n diagnostic assessments to determine what students
know and the nature of their misconceptions; andn classroom-based assessments, which assess students throughout a course and guide instruction.
Teachers and principals strongly concur that the school
has an instructional improvement plan in place and assesses the effectiveness of the plan on an ongoing basis.
© 2010 EdSource 9

Survey Statistic: District
Role in Data Access
Only 163 of 303
principals surveyed strongly
agreed that the district
provides a computer-based
system to enable schoolstaff members to accessand review student data.
Only 63 strongly agreed
that the district provides
adequate training to schoolstaff members to enableeffective use of the data
management software.
District Use of Student
Achievement Data
160 of 303 principals
agreed that their school
district uses student
achievement data toidentify needs for
improved teacher practice.

FINDING: Higher-performing middle grades schools emphasize early identificationand proactive intervention for student academic needs.
Higher-performing schools appear to recognize thatthe middle grades are the last best chance to get struggling students on track for success in high school, andthey don’t have many years to accomplish that objective. The schools have both mandatory and voluntaryintervention programs in place, and use classroom
time and out-of-school time to conduct them.
Attention to
English Learners
Higher-performing
middle grades schools
pay thoughtfulattention to theassessment, academic

Effective Practices That DistinguishHigher-Performing Schools
Attention is paid to the assessment and carefulplacement of EL students.

Districts expect the school to consider a range offactors when placing non-newcomer EL students in
ELA and math classes, including:n amount of time in a California school;

placement, andn language proficiency in English;

intervention supportn proficiency in native language;

for English learnersn knowledge of academic subjects;

to maximize boththeir subject content
learning and theirEnglish proficiency.

n previous academic performance as demonstrated
by class grades;n recommendations from prior school/teacher;n scores on California English Language Development Tests (CELDT), California Standards
Tests, and other district assessments; andn input from parents.
School administrators and teachers review prior
CELDT scores and other English proficiency information for entering EL students, and EL students withless than reasonable fluency receive more instructionaltime in math and English, while those with greater fluency have more exposure to the full curriculum.
The records of entering students are reviewed
thoroughly for possible warning signs of academic
vulnerability and need for support.

Teachers report that school administrators andteachers review cumulative records (CST scores,
grades, attendance, and behavior reports) for students entering the middle grades. They follow up bycommunicating with elementary teachers about any
student concerns and by implementing classroom
and intervention strategies to address academic

10 Narrative Summary—Gaining Ground in the Middle Grades

weaknesses among incoming students. (Note: This
was the only positive and significant practice from
Domain G: Attention to Student Transitions.)
Subject area teachers, intervention teachers, andparents meet to develop and monitor student
intervention plans.

The principal ensures common planning time isavailable for ELA and math teachers to meet withintervention teachers to coordinate instruction.
Teachers report that teachers, staff members, andparents meet to develop intervention plans for:n individual students at risk of failure in thecurrent year;n individual students identified for intensive
intervention (two or more years below gradelevel); andn individual EL students.
A comprehensive range of required and voluntarystrategies is used to intervene on behalf of students
who are two or more years below grade level, or at
risk of failure in the current year.

The school uses a range of required intervention
strategies for these students:n required extra instructional time during the regularschool day, perhaps in place of an elective;n short-term required interventions that run
concurrent with class;n required intervention time outside the regularschool day; andn required intersession or summer courses.
The school provides at least one form of voluntaryacademic support for students at risk of failure in
the current year, such as:n voluntary academic support offered during nonclassroom time (e.g. lunch, after school);n programs like Advancement Via Individual
Determination (AVID); andn an online tutorial or intervention program.
Teachers report using differentiated teaching for individuals or groups of students during regular instruction and flexible student groups in the classroom.

© 2010 EdSource 11

FINDING: Every role in a professional community of educators is important to making
gains in middle grades student outcomes.
Practices by teachers, principals, and superintendents
can be found throughout all 10 areas examined in thisstudy, but in addition we created a separate domainof practice for each of these roles. This study affirmsthat each of these roles is important to the challengeof improving student outcomes in the middle grades.
Teachers have a central classroom role, with the mostdirect contact with and influence on students. But
each teacher can only interact with a limited numberof students in a year; in addition to teachers’ classroom effectiveness, according to our study, their collective actions within a school help to “scale up” theircapacity to improve student achievement. Moreover,
for all teachers in the school to have the most impact,
they need a principal who drives student achievement
gains by setting goals, aligning staff members andprograms, maintaining a positive campus environment,
supporting teacher effectiveness, and getting needed
resources and support from the district. The higherperforming schools in our study also had superintendents who set high expectations and were held
accountable for meeting them—and who, in supportof those expectations, negotiated specially designed
teacher contracts and provided essential resources.

FINDING: Leadership of the superintendent and support from the district werestrongly associated with higher student outcomes.
Effective Practices That DistinguishHigher-Performing Schools
Higher outcomes in middle grades schools wereassociated with superintendents who reported thatthe district functions well across many dimensions.

Superintendents were more likely to report:n highly skilled district staff members in curriculum
and instruction, in financial management, and at
working with middle grades school sites;n an effective school board; andn constructive relationships with employee unions.
Superintendents were more likely to:n be evaluated in part on middle grades academic
outcomes;n emphasize improving achievement across all CST
levels and closing CST subgroup achievement gaps;n have the district lead decisions about curriculum
adoption;n communicate high expectations that instruction
will closely align with state standards;n provide schools with timely CST, CELDT, anddistrict benchmark data;n provide a computer-based data system andadequate staff training to use it;n provide useful professional development for teachers;n emphasize early identification of students
needing academic support; andn provide the financial and human resources
necessary for the school to meet its goals.

12 Narrative Summary—Gaining Ground in the Middle Grades

FINDING: The changing role of the principal in driving student outcome gains, orchestrating school improvement efforts, and serving as the linchpin between district andteaching staff members, was documented in multiple ways in this study.
Effective Practices That DistinguishHigher-Performing Schoolsn has been trained in the evaluation of instruction
for EL students;

Higher-performing middle grades schools were more
likely to report that the principal:n expects the school’s teachers to use the adopted
curriculum programs frequently;

n is evaluated on the effectiveness of academic
interventions and on improving student performance on district benchmark tests and CSTs;n uses student assessment data extensively and in
multiple ways to improve student learning andteacher practice;n regularly communicates the importance of highexpectations for student achievement and holds
teachers accountable for using common planning
time to focus on student achievement;n meets with teachers individually, by grade, and by subject to review CST and benchmark test results; andn ensures a clean, safe, and disciplined school environment;n ensures that common planning time is available
for subject area teachers to meet with intervention
teachers to coordinate instruction.

FINDING: Teachers with strong competencies, substantive evaluation of their practice,
and adequate availability of support, time, and resources work collectively to improvestudent outcomes schoolwide and individually to improve instruction.
Effective Practices That DistinguishHigher-Performing Schools
Principals in higher-performing schools are more likely tostrongly agree that a high proportion of each school’s ELA
and math teachers have the following characteristics:n ability to use student assessment data to improvelearning;n knowledge of California state standards;
n fit well into the school culture;n ability to raise student achievement;n strong subject area knowledge;n ability to map curriculum standards to instruction;n are likely to remain in the teaching field;n enjoy teaching at the middle grades level;n understanding of adolescent developmental issues;n t aught at the school the previous year;n ability to collaborate effectively with peers;n ability to make personal connections with students;n well prepared by their teacher credential program(new teachers); andn h ave expertise in working with EL students.

The majority of the school’s teachers strongly agree
that the middle grades is currently their first choiceof teaching assignment.
Also, teachers report they strongly agree that the
principal:n understands and acknowledges excellent teaching;n arranges for evaluation of their skills by teacher
leaders;n ensures that evaluations of their teaching aresubstantive and meaningful;n ensures that they receive effective professional
development to improve instruction; andn builds strong relationships with them and withother staff members.

Survey Statistic:
Teachers Grow to Love
the Middle Grades
Of the 3,752 teachers
responding to the survey,
only 1,610 enteredteaching with the intentionof working with middle
grades students, but 3,248
now report the middle
grades as their first choice ofteaching assignment.

Principal and teachers both report that the district
provides useful professional development for teachers.
The principal reports the school allocates a considerable amount of common planning time per month in
7th and 8th grade for ELA and math teachers.
Teachers report working together collectively as wellas individually in their classrooms to improve practice with the goal of improved student outcomes.

© 2010 EdSource 13

FINDING: The school’s environment and organization of time and instruction were notstrongly associated with improved student outcomes, although some practices wereassociated with higher-performing schools.
n a clearly defined dress code that is strictly enforced;n a strictly enforced, zero-tolerance policy for
drugs and weapons on campus;n a strictly enforced, zero-tolerance policy for any
type of bullying;n the presence of adult supervision during all
passing and lunch periods;n continuous monitoring, by teachers and administrative staff members, of student behavior to
identify students in need of intervention; andn incentives (e.g., front of line passes, parties, or
special events) to reward students for positive
behaviors.
The principal reports that a high proportion of
students participate at the school in:n one or more extracurricular activities;
Kids want to go to schools where teachers want to go.
Students are the beneficiaries of the school’s being agood place to both work and learn. A positive andengaging campus is important for teachers and students alike, and often a central tenet in most reportson the middle grades. Therefore, this study included
two research domains and numerous questions about
the campus environment and the internal instructional organization of middle grades schools, including
practices intended to build supportive adult-student
relationships. These two domains of practice correlated less strongly with improving standards-based
test outcomes than the other domains studied inalmost every analysis. However, some of the practices
in these two domains stood out as strongly associatedwith higher-performing schools.

n course electives (music, drama, art, dance); or

Effective Practices That DistinguishHigher-Performing Schoolsn the importance of attendance and the consequencesof frequent absenteeism, such as academic failure,
are clearly communicated to students and parents;

Teachers report that the principal ensures a clean,safe, and disciplined school environment.

The principal reports (and teachers confirm) thathe/she enforces a comprehensive set of strategies:n a requirement that students maintain minimum
performance standards (e.g., in terms of behavior,academics, participation) to remain at the school;
14 Narrative Summary—Gaining Ground in the Middle Gradesn course electives (exploratory wheel or mini-courses).
Principals report that a considerable amount of timeis allocated per month for common planning timein grades 7 and 8 for ELA and math teachers andthat the school exceeds the state’s minimum annual
requirements for instructional minutes and days.
Teachers report:n there is consistent schoolwide focus on, andcommunication with students and parents
about, attendance and behavior;n the school clearly communicates rules and policies on student behavior to students and parents;n excellent behavior and/or attendance by students earns
classroom and/or schoolwide public recognition;n little time in class is spent managing student
behavior; andn the school develops strategies to address student
behavior and/or attendance issues.

FINDING: No clear association was found between grade configuration or models of
instructional organization and higher school performance on standards-based tests.
This study surveyed the 303 schools in its sample
to document the following commonly used orrecommended middle grades practices:

departments. This appears to be true whether theytake an interdisciplinary approach or have teachers
assigned to only one subject.

n grade configuration (K-8, 6-8, and 7-8);

In addition, our study yielded no clear or consistentfinding that a school’s organization of classroom
instruction was associated with schools’ performing
better on California’s standards-based exams.

n classroom organization strategies (self-containedclassrooms, one teacher for an English/history
block and one for math/science, separate teachers for each core subject, etc.); andn internal organizations designed to encourage strong
adult-student relationships (such as vertical looping,advisory periods, and small learning communities.)
After accounting for specific school policies andpractices, no single grade configuration was consistently associated with higher performance on
the state’s standards-based tests in ELA and math.
Both more effective and less effective policies andpractices were found in schools with every gradeconfiguration studied.
In fact, based on the survey data we collected fromour 303 middle grades schools in California, it
seems that a school’s organization of classroom
instruction cannot always be assumed from theschool’s grade configuration. In particular, almost
all 6-8 and 7-8 middle grades schools appear to
be more alike than different in how they configure
core instruction and in their use of subject matter

Regarding instructional designs intended to support stronger adult-student relationships, our study
did not find these to be correlated with higher
school-level test scores. This does not mean thesestrategies are not useful for other reasons, however,or do not make an important contribution to theclimate and supportive culture of a school for bothteachers and students.
Survey Statistic: Practices Designed to Support AdultStudent Relationships Of 303 principals surveyed about
their school practices: 40 reported assigning an adult advocate
to every school; 22 said the adult advocate stays with the same
students through the middle grades; 32 reported the use of vertical looping so students would have the same teachers for two
or more years; 62 reported some form of small learning communities or “schools within a school”; 50 reported advisory/
homeroom teachers who stay with the same student for multiple
years; and 91 reported interdisciplinary team-taught courses.

How K-8, 6-8, and 7-8 schools in our sample organize classrooms in grade 8
K-8 Schools

6-8 Schools

7-8 Schools(N = 72)(N = 147)(N = 80)

31%

29%

26%
58%

10%

8%

17%

5%

57%

13%

1%

2%

KEY:
n Different teacher for each subject arean One teacher for ELA/history, one teacher for math,and a separate teacher for sciencen Self contained classrooms

35%

4%

4%

nO
 ne teacher for a block of ELA/history and one
teacher for a block of math/sciencenO
 ther organization strategynM ultiple organization strategies selected

K-8 schools were far
from uniform in theirorganization of grade 8classrooms, while 6-8
and 7-8 schools bothtended to organize
grade 8 classrooms
with a different teacher
for each core subject,either exclusively orin combination withanother organizational
practice.
Source: EdSource
Principal Survey 2010
NOTE:
(4 responses missing.)© 2010 EdSource 15

Implications for Practice and PolicyWe believe that this report makes an important contribution to thefield by identifying policies and practices that correlate with higher
achievement in middle grades schools. We invite educators and policymakers
to use this collection of rich findings to evaluate their own practices and guideconversations about reform at the state, district, and school levels. Somegeneral recommendations based on the report’s findings are:s Local educators can use these findings to learn more about what is working
in some higher-performing schools and as the basis for staff discussions
about ways to improve student outcomes in their own schools.
s State policymakers should examine the extent to which current state policies
and budget cuts either strengthen or inhibit local schools’ and districts’ability to carry out the practices this study found to be significant.

While further research and discussion are warranted,
we want to highlight the following implications forconsideration in the context of policy development,
evaluation of current practices, and improving
reform strategies.
Implications for Districts and Schools
There may be good reasons for deciding tohave a K-8, 6-8, or 7-8 grade configuration, but
improving student outcomes is not necessarily
one of them. After accounting for specificschool policies and practices, no single gradeconfiguration was consistently associated withhigher performance on the state’s standards-based
tests in English Language Arts and math.
Superintendents and boards overseeing grades 6-8
students should discuss the priority they give toacademic improvements in the middle grades. This
study clearly documents the positive influence ofdistrict superintendents and boards on middle grades
student academic outcomes when they communicate
the importance of outcomes; include those outcomesin their annual evaluations; provide leadership andpolicies around curriculum and other instructional
practices; and align resources to meet academic goals.
16 Narrative Summary—Gaining Ground in the Middle Grades

The results of this study should encourage
principals to engage their staff members and theirteachers in conversations about their mission forthe middle grades in their schools. Educators in the
middle grades have long believed that responsivenessto early adolescent developmental issues and strong
adult-student relationships are a central part of the
middle grades imperative. They are, but so is academic
learning. Educators from higher-performing schools
in our study provided a safe and positive environment,
extracurricular activities, and frequent efforts to reachout to students and parents. However, the central
focus of their collective time and energy was on thekinds of strategies—extensive review and use ofdata, proactive student interventions, and standardsbased instruction—that are associated with improved
student learning and outcomes in ELA and math.
Prioritize strategies for helping students makegains on standards-based exams in the context ofthe middle grades’ unique position in the K-12
hierarchy to prepare all students to succeed in highschool. Students who do well on standards-based
exams in ELA and math in the middle grades are
more likely to pass California’s high school exit examand graduate. Students who do well on 7th and 8th

grade math CSTs are more likely to start high schoolin a college preparatory curriculum. If the school
views improved student outcomes on standards-based
exams as a priority because students benefit, then theschool mission will reflect that belief.
When hiring middle grades principals, districts
should consider looking for the kind of skills
and competencies found in principals of thehigher-performing schools in our study. In
addition, the district can ensure that a principal has
the authority to replace the school leadership team,if necessary, with one that can better support him/
her in driving change.
When hiring middle grades teachers, districts andprincipals should consider looking for the kindsof interests, skills, and competencies that principals in higher-performing schools report about
their teachers. And if those competencies are present, our study suggests that many teachers asked towork at the middle grades level will grow to love it.
Examine the extent to which their middle grades
curricula, instructional practices, and assessments
are tightly aligned with state academic standards.
Questions include: Does teacher professional development help teachers map key state standards by
grade and subject to instruction? Does the district
provide standards-based benchmark tests for middle
grades and return results quickly? Do teachers workcollectively and know how to respond to test results? Do teachers use diagnostic tests to determine
why a student is struggling? Is there support to help
teachers address students’ instructional needs?
Consider making improvements in middle grades
student outcomes a part of professional educatorperformance evaluations. Consistent with much of
the national conversation around educator effectiveness, this study found that evaluating superintendents,
principals, and teachers in part on improvements instudent outcomes was associated with higher student
outcomes on standards-based exams. This practice
should be part of a comprehensive strategy that also
includes availability of student data, meaningful professional development for teachers and principals, andschools’ possessing a complete portfolio of student
intervention strategies. This study did not find thatsalary adjustments for superintendents or principals
based upon student performance, which is not acommon practice in California, was associated withhigher student outcomes. The survey did not ask aquestion about teacher salary adjustment based on
student outcomes.
Implications for State Policy
California policymakers should make it a priority
to do what they can to sustain the state’s investment in public education, including a focus on the
middle grades. The middle grades are critical tostudent success in high school. And despite California’s
having fewer resources than many other states, this study showsthat many middle grades schools here are succeeding at improving
student outcomes. This study has identified practices
associated with these higher performing schools—
such as frequent and adequate time for common
planning, a comprehensive array of student intervention strategies as well as extracurricular classes,
access to timely student assessment data, and thecomputer software and training to effectively use it
to improve instruction and learning. Each of theserequires resources that are difficult to find whenbudgets are being cut. State policymakers should do
all they can during these challenging fiscal times tocontinue to support middle grades schools in theirefforts to improve student outcomes.

© 2010 EdSource 17

Completing California’s student data system,
combined with support to help districts effectively access and use the data, must remain a highpriority. Effective use of data can make a difference in student outcomes, but the ability to accessand use data varies widely across the state. Although California and its school districts have beendeveloping data capacity for years, criticism lingers
that the state has not invested enough to make thisa reality for its nearly 1,000 school districts.

The practices in this study reflect a positive intersection between state policy and the schools’ ability to implement it effectively. It has taken time,
but California’s aligned standards-based reforms
are taking hold and are reflected in the higher-performing schools no matter what the socioeconomic
background of their students. California should
stay the course, completing the reforms where there
are gaps, refining the system where improvements
would have the most impact, and doing all it can toprovide local educators with critical support.
California should be thoughtful when refining
its K-12 academic content standards. This
study’s findings make it clear that higherperforming middle grades schools use the state’s
academic standards, and the adopted curriculum
programs, to support their efforts to improvestudent outcomes and prepare students for highschool. This momentum should be taken into
consideration as state officials consider changes
to the state’s academic standards. That said,
higher-performing middle grades schools also
report that they identify and focus on select “keystandards”—those most critical to master—at each
grade level and in each subject. A state policy thatkeeps standards rigorous but moves toward fewer
standards of greater depth might especially help
lower-performing schools better focus their efforts.
18 Narrative Summary—Gaining Ground in the Middle Grades

Based on this study, student academic interventions at the middle grades level are an essential toolfor educators to get on track the students who arebehind grade level, students who are growing disengaged, and English learners. California’s budget cutsto K-12 education this past year and looking forward
are likely to have a seriously negative effect on schools’
ability to provide an array of effective intervention
strategies for all the types of students, including English learners, who could benefit. Districts and schools
trying to improve student outcomes will need state,federal, or philanthropic support to maintain effective
required and voluntary interventions.
Implications for Federal Policy
The findings reinforce several Race to the Top(RTT) central principles for improving student
outcomes, in particular rigorous standards andquality assessments, and the use of student data
to improve teaching and learning.
California might highlight the following in its
future discussions with the U.S. Department of
Education about its RTT grant program:n RTT requires states to demonstrate they aremaking progress toward rigorous college- and career-ready standards and quality assessments. The
state’s higher-performing middle grades schools
exemplify these principles: They report that thestate’s academic standards are the foundation
for high expectations for all students, rigorous
instructional programs, and student assessments.
n Similarly, principals and teachers in these districts
and schools use data and data systems as envisioned by RTT. They report that districts provide data in a timely manner using systems thatallow easy access and management. These schools
use data extensively to guide instruction, identify
student needs, and improve teacher practices.

n In two other RTT areas—turning around lowperforming schools and distributing high-quality
teachers and leaders in equitable ways—the findings point to policies and practices that support
these priorities. For example, the state’s higherperforming middle grades schools report that theirdistricts provide useful professional development,
ensure teachers are assigned so that students withthe greatest need are served well, and give principals
the opportunity to reconstitute leadership teams.
For federal policymakers, the findings can help
inform the reauthorization of the Elementaryand Secondary Education Act in several areas:n The term “college ready” does not apply only towhat happens in high schools. This study makes
it clear that higher-performing middle grades
schools think about and plan for a rigorous highschool curriculum as a foundation for collegeand career-readiness.
n The early identification of struggling students
and appropriate interventions—particularly inthe middle grades—are priorities for California.
These findings offer examples for how federal
policy and spending could reflect these priorities
in any new education legislation.
Implications for Research
As both benchmarking and diagnostic assessments
become more common, researchers, K-12 educators,
and state policy groups should carefully review thequality and validity of these tools. Further development and improvement in these types of assessments
could strengthen their usefulness for teachers in their
daily work and for adjusting their practice.
Current efforts by foundations, researchers, andfederal policymakers to develop a new definition ofwhat makes an effective teacher could contributesignificantly to the field. Teacher effectiveness, based
upon a list of attributes and competencies citedby principals, was strongly associated with higher

student achievement. Our study did not find that a
specific credential was associated with higher school
performance, but it did find that other attributes—
such as teacher subject matter knowledge and skills
in using assessment data to identify student needs—
were important.
Principal training and certification programs
should be reviewed to ensure that they prepare
leaders who can meet the needs of local schools.
This study is consistent with others in recent years
that chronicle the changing role of principals inhigher-performing schools to that of manager ofschool improvement and change, and driver of anorchestrated and coordinated effort by the whole
staff to boost outcomes for all students.
Further Studies
Encouraged by these findings, we plan to continue
our research. In the spring of 2010, the research teamwill conduct a more detailed and deeper analysis
of our extensive data file on grades 6-8 math andAlgebra I outcomes. The goal is to relate thoseoutcomes to school placement policies, student
participation rates in Algebra I, school choice of
curriculum, teacher credentials and other subject
matter qualifications, and relevant practice and policy.
If funded, another analysis could explore thepossibility of tracking the 8th graders in the study
to high school and examine their 9th grade mathplacement and CST scores to see what they reveal
about the impact of middle grades math on highschool achievement.
EdSource also wants to follow up with fieldwork and case studies to more deeply understandhow some districts and schools, especially thosepreviously in Program Improvement that have turned
around, were able to develop alignment based on
an intense focus on student outcomes. In this way
we hope to keep enriching the discussion of these
critical middle grade years of education.

Note to readers: This narrative report of findings is a short summary of a complicated andcomprehensive study. For more detail on the study’s methodology, analyses, survey items,
effective practices domains, sample, and other information see the Initial Research Report
and the Technical Appendices at www.edsource.org/middle-grades-study.html© 2010 EdSource 19

AcknowledgementsT

he research team wishes to especially thank the 303 California middle
grades schools—including the 3,752 teachers, 303 principals, and 157
superintendents and charter management organization CEOs who submitted
completed surveys—for participating in this study, and for their hard work to
improve their schools and the achievement and experiences of the students
who attend them. The team also thanks these schools’ respective school
districts for early permission to contact the schools.
The research team further thanks the following special
advisors for their commitment to the quality of thisstudy, and for sharing generously of their expertise:n Robert Balfanz (Principal Research Scientist, Everyone
Graduates Center, Johns Hopkins University, advisingconsultant to the study)n Robert T. Linquanti (English Learner Evaluation andAccountability Support project at WestEd)n Hayes Mizell (National Staff Development Council;
formerly, The Edna McConnell Clark Foundation)n Uri Treisman (Charles A. Dana Center at the
University of Texas at Austin)
The research team also thanks the numerous
researchers, middle grades educators, policymakers,
and professional staff members at the California
Department of Education who gave candid andinvaluable feedback to improve this study throughout
its development and implementation. We would also
like to acknowledge the many individuals who provided
early feedback on the study’s research domains andsurvey instruments; participants in our June 2009
technical advisory meeting; and those who took part in
our November 2009 stakeholder advisory meeting.
Thanks also to:n The English Language Arts and mathematics
teachers who piloted the teacher survey at Sierra
Vista Middle School (Covina, CA) and Walnut Creek
Intermediate (Walnut Creek, CA) in January 2009.
n Practitioners with special expertise in English
learner issues who provided early feedback througha focus group devoted to the topic, with a special
thanks to Aida Walqui (researcher at WestEd).
20 Narrative Summary—Gaining Ground in the Middle Grades

The research team further thanks John Bosma,
associate director of WestEd’s Evaluation Research
Program, and his staff for their technical expertiseand attention to detail in formatting and producing
the survey instruments used in this study, organizing
pilot sessions for the teacher survey instrument, anddelivering data files containing the survey responses.
Finally, EdSource extends its appreciation to:n The members of the middle grades researchteam for their wisdom, knowledge and skill,dedication and perseverance, and good humor
during the 18 months of this project;n The entire EdSource staff, and members of the
EdSource Board of Directors, for their supportand many contributions to this work;n The cadre of Bay Area school board and PTA
members who served as school recruitment andsurvey retrieval liaisons for this project, whose
effective communication with districts andschools contributed to this study’s extraordinary
school participation and survey return rates; andn Shep Ranbom, Robert Johnston, and Kari
Hudnell at CommunicaitonWorks, LLC,
for editorial services and outreach support
and Michael Molanphy of VaraderoCommunications, LLC, for graphics and design.
A special expression of gratitude goes from
EdSource to Reed Hastings, CEO of Netflix, Inc.,for his confidence in our work, and his financial
support for this large-scale study about whatmatters most for middle grades student outcomes.

Barbara Inatsugu
Program Director for Education,
League of Women Voters of California
Trish Williams EdSource Executive Director
2009–10 EdSource Board of Directors
Davis Campbell, President
President, California School Boards Association
Governance Institute
Lawrence O. Picus, Vice President
Professor, Rossier School of Education,
University of Southern California

Santiago Jackson
Director (Retired), Office of Legislative and Governmental
Affairs, Los Angeles Unified School District
Loren Kaye
President, California Foundation for Commerceand Education
Carol Kocivar
President-Elect, California State PTA

Kenneth F. Hall, Fiscal Officer
Executive in Residence, University of Southern California

Kelvin K. LeeSuperintendent (Retired),
Dry Creek Joint Elementary School District

John B. Mockler, Secretary
President, John Mockler & Associates, Inc.

Amado M. Padilla
Professor, School of Education, Stanford University

Susan K. Burr
Executive Director, California County Superintendents
Educational Services Association

DeRionne Pollard
President, Las Positas College

Carl A. Cohn
Clinical Professor of Urban School Leadership,
Claremont Graduate University
Reed Hastings
CEO, Netflix, Inc.
Gerald C. Hayward
Co-Director (Retired), Policy Analysis for California Education

Don Shalvey
Deputy Director, U.S. Program, Education,
Bill & Melinda Gates Foundation
Michael Stone
Teacher, Aliso Viejo Middle School
Gloria Taylor
Co-President, American Associationof University Women–California© 2010 EdSource

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