Research Shows Positive Effects of Middle School Campus on Children: Letter

The following letter was written and submitted by Sara Sher and Gabriel Rodriguez.

The proposed Middle School Campus will provide all of our children with opportunities to thrive and excel academically and socially in dynamic, inclusive, and safe environments. The campus will include a wing composed of 5th and 6th graders while the other will include 7th and 8th graders. The buildings will be separated by common use areas (auditorium, cafeteria, gymnasiums, tech labs), which will allow the district to make full use of its facilities. Further, staggered starting times will offset traffic congestion and streamline student entry. Bus routes will meet the current district requirement of no longer than 45 minutes with a targeted goal of 30 minutes. Each grade will be divided into three teams, allowing for greater and more focused academic, emotional, social, and physical support by highly trained educators and support staff. Inclusivity will be enhanced with more diverse classrooms that will enrich our children academically, culturally, and socially. In a recent article published in The Atlantic, Melinda D. Anderson highlights the academic work of Professor Amy Stuart Wells, faculty at Teachers College, Columbia University. Wells’ work underscores the importance of racially and socioeconomically diverse schools and classrooms and how that translates in better educational and social outcomes for students.

Moving 5th graders out of elementary school allows for students to continue on their developmental course. According to Professor Brian Carolan (2013) fifth graders’ cognitive changes include an increase in the sophistication of information-processing and learning skills and an ability to apply new knowledge in different situations that can flourish in middle school settings (Journal of Educational Research). Additionally, when comparing 5th grades in elementary school with those in middle school, their academic performance did not lessen (Halas & Huston, 2012, Journal of Youth and Adolescence). With respect to math, reading and science scores, the transition to a 5th grade destination school like the proposed middle school campus did not lead to diminished academic outcomes; in fact,science achievement increased (Carolan, 2013, Journal of Educational Research).

Those opposed to the referendum have cited various research studies citing declines in academic performance, motivation, and social belonging. Yet research design flaws (e.g. methodology, sampling) limit many of these studies (Carolan, Weiss, & Matthews, 2015, Youth & Society; Mertens & Anfara, 2013; Research to Guide Practice in Middle Grades Education). Few studies factor in context (e.g. curricular practices, student characteristics, teacher-student relationships). Mertens & Anfara (2013) posit that one of the most overlooked issues in the literature is the effect middle school configurations have on the implementation of the middle school model. The aforementioned scholars note that when middle schools implement the middle school philosophy correctly, students demonstrate success. So, under the middle school philosophy, what will our children receive?
The middle school campus will offer subject specific teachers who can differentiate and offer more educational opportunities for children. Students will be able to take World Languages as early as fifth grade. Additionally, our fifth graders can participate in STEM (science, technology, engineering, math) and CMA (communications media arts). The teaming approach, whereby each grade has three teams of up to 150 students, supports the middle school philosophy of allowing teachers flexibility with academic scheduling based on students’ interests, readiness, and needs. Furthermore, teaming also improves the work climate between student and teacher, increased parental contact, and higher student achievement. (Flowers et al, 1999, Middle School Journal).

With respect to extracurricular activities, sports options will increase, not decrease. The fifth and sixth graders will have intramural sports opportunities that they currently do not have available across our district. More sports options will be offered so that all the children have a chance to join sports that are currently not offered at their particular school. Additionally, teams will be formed to meet the needs and desires of the children. Thus, there could be three basketball teams in 7th and 8th grade with more children playing and competing in the league. The same holds true for other activities. For example, rather than one school musical, there can be one in the Fall, Winter, and Spring; more kids have a chance this way.

A full continuum of Special Education Services will be available at the Middle School Campus. Students with disabilities will be integrated into teams with special education teacher support assigned to each team. Each building will house a full-time social worker and a full-time psychologist and at least two full-time special education teachers. Currently, these specialists must drive from school to school and are not always on site. There will be far fewer part-time staff members. Most importantly, students with disabilities will continue to receive all services indicated on their IEPS.

We have amazing teachers in our school district; this will not change with the proposed Middle School Campus. In fact, each of our elementary and middle schools has had numerous teachers nominated for the Golden Apple Award. These are the teachers who guide our children academically, emotionally, and socially. These are the teachers who are cognizant of the importance of nurturing our children as they transition childhood into early adolescence. These are the teachers who know that the lunchroom can be a scary place, so they make sure that our children sit with friends. Students entering middle school with effective teachers maintained their sense of competence (Midgley et al., 1989, Child Development). As is noted by Holas & Huston (2012), teachers who are invested in emotionally supporting their students, maintaining a school friendly culture, and viewing all of their students in a positive light translate into positive outcomes for our children (Journal of Youth and Adolescence).

North Shore School District 112’s financial situation and deteriorating buildings force us to examine a new educational future. Years of studies have evaluated over 50 options, which have led to this referendum for voters of Fort Sheridan, Highland Park, and Highwood. Our District 112 educators' overwhelmingly support this referendum. The fact that 86% of them support it is telling, and when you couple that with research that supports the district’s efforts, we should take notice. The district’s proposal is an opportunity to move forward. Vote YES for our children on March 15th.

Sara Sher, Retired District 112 teacher, Chair HP Community Foundation Golden Apple Committee and
Gabriel Rodriguez, Highland Park resident and University of Illinois PhD candidate