In The Middle

This week, I had the opportunity to speak with many other professionals from around the state, middle school principals, superintendents, and NYSED associates. One such meeting with was Dr. John B. King, Jr., the NYSED Deputy Commissioner of P-12 Education. He outlined the current agenda from the Board of Regents and Commissioner of Education. One such item, Financial Crisis, was a topic which he spoke to with much concern. He conveyed to us the idea that the current crisis has initiated the essential question, “Are our investments in education worth doing?” He recited research figures from across the state indicating that less than two-thirds of our students are graduating. This figure becomes desperately worse in the big cities and epically worse for minority males. While many people don’t see the relationship of this statistic to their own districts and neighborhoods where graduation rates are good, it has certainly influenced the budget discussion. With a state-wide success rate (graduation) that wouldn’t be acceptable to most tax payers combined with a tremendous financial burden, I understand why they have asked this essential question.

This meeting with Dr. King, Jr. spurred a later debate among the middle level experts. Where would the middle-level be in what was said to be a three to four year crisis? Many middle school principals shared common experiences of cutting programs which led us to investigate the original foundations of middle schools. Is “middle school” a philosophy or is it a programmatic practice? For me, philosophy is paramount to the programs we offer. Our philosophy allows us to engage in what some perceive as alternate educational methods. Our programs are influenced by our philosophy. The issue comes when trying to explain the middle-level philosophy in defense of a program to someone who has never experienced it or only knows the antiquated junior high model.

Being of a scientific nature, I thought I’d quickly investigate the research behind the middle-level philosophy. I found volumes. Because middle schools are a fairly recent practice in comparison, the newest research is now based on actual test data, versus the original conceptual ideals. There is also a new publication which details much of this called, “Research and Resources – In Support of This We Believe.” Some other current articles are found below.

Student Achievement and the Middle School Concept -
http://www.nmsa.org/Research/ResearchSummaries/StudentAchievement/tabid/276/Default.aspx
Interdisciplinary Teaming -
http://www.nmsa.org/Research/ResearchSummaries/Summary21/tabid/250/Default.aspx

Personally, I feel that promotion of the positive programs and outcomes should be the focus to the essential question. In looking to defend the middle, we should begin with the research and end with outcomes. To further corroborate these researched programs, one only needs to look as far as the Essential Elements of a Standards Based Middle School. These are a part of the Board of Regents Policy Statement (2003) regarding middle-level education.

AAK’s programs and philosophies are a model for the Board of Regents; however, budgetary issues cannot be ignored. As we endeavor to place an acceptable budget before the voters of this district, balance has become a primary concern. This balance is difficult when our philosophy is foreign to so many. My task has been and will remain the health and vitality of the middle school.

Thank you for being excellent ambassadors for the middle-level.

Have a wonderful weekend.