Charlotte-Mecklenburg Schools, PK-8 Transition Study: Year 2 Evaluation Report
Author: D'Amico, Leigh Kale
Date: 2013-12-00
Type: Reports - Evaluative
Subjects: Educational Change,Organizational Change,Best Practices,Models,Academic Achievement,Attendance,Student Behavior,Student Experience,Enrollment Trends,Barriers,Performance Factors,Efficiency,Educational Indicators,Federal Programs,Interviews,Middle Schools,Elementary Schools,Principals,Superintendents,Focus Groups,Administrator Attitudes,Student Attitudes,Parent Attitudes,Teacher Attitudes,Urban Schools

Charlotte Mecklenburg Schools (CMS) has joined a number of school districts across the country implementing the K-8 model of education. In the 2011-2012 academic year, eight CMS elementary schools integrated middle grades to become PK-8 schools. These schools are part of an evaluation to identify effective practices in the transition process, stakeholder perceptions, best practices, and the impact of this model on student achievement, attendance, and behavior. Two years of data collection and analysis have occurred. Findings indicate that the transition process was somewhat challenging for schools, especially when all three middle grades were integrated in one year. The most challenging aspects were 1) adapting facilities, 2) hiring and integrating teachers into a new culture, and 3) assisting middle school students in the transition. While the transition presented challenges, stakeholders, particularly &quot;school leaders,&quot; identified opportunities presented by the PK-8 structure including relationship building within the school community. In Year 1, &quot;parent,&quot; &quot;student,&quot; and &quot;teacher&quot; perceptions of the PK-8 structure were mixed with some sharing positive examples and others indicating concerns with the new structure. Detailed findings are in the Year 1 report (D'Amico, Dickenson, Miller, &amp; Tison, 2012). In Year 2, the evaluation focused on best practices in K-8 settings and stakeholder perceptions related to student achievement, attendance, and behavior. A number of best practices were identified including: maintaining high expectations for students, developing a welcoming school environment suitable for all grades, and encouraging participation from teachers in the transition. Stakeholder attitudes and perceptions related to the PK-8 model appear to be more positive in Year 2 compared to Year 1. Overall, &quot;school leaders&quot; noted the academic benefits of a PK-8 again in Year 2. Almost 70% of &quot;parents&quot; who participated in the Year 2 evaluation indicated that they like the PK-8 model. &quot;Teachers&quot; also appear to have an improved outlook about the opportunities provided in a PK-8 environment, and many &quot;students&quot; see positive benefits of attending a PK-8 school, including being in the same school as their older or younger family members and developing lasting relationships with teachers. While best practices have been integrated at some of the schools and stakeholder perceptions appear to be improving, there are continuing challenges identified by all stakeholder groups. These challenges are related to school facilities and lack of curricular and extracurricular activities, particularly exposure to a variety of coursework and accessibility of sports programs. [For &quot;Charlotte-Mecklenburg Schools, PK-8 Transition Study: Year 1 Evaluation Report,&quot; see ED582684. For &quot;Charlotte-Mecklenburg Schools, PK-8 Transition Study: Year 3 Evaluation Report,&quot; see ED582683. For &quot; PK-8 Transition Study: Charlotte Mecklenburg Schools Year 2 Evaluation Brief,&quot; see ED582724.]