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Middle Grades SC - 2005 1
Southern
Regional
Education
Board
MMGW
A Comparative Study of High- and Low-
implementation Middle Grades Schools
Gene BottomsSenior Vice President
gene.bottoms@sreb.org
Middle Grades SC - 2005 2
Southern
Regional
Education
Board
MMGW
Key Questions
Do middle grades schools that have more fully implemented the MMGW model have significantly higher achievement then a comparative group of low-implementation schools?
What are the school and classroom practices that are significantly different between high and low implementation schools?
Middle Grades SC - 2005 3
Southern
Regional
Education
Board
MMGWComparison of Students by Ethnicity and
Parents’ Education Level
Low- implementation
Schools
High-implementation
Schools
White 73% 74%
Minority 27 26
Low Mother’s Education Level
57 49
Source: 2004 Making Middle Grades Work Assessment and Student Survey
Middle Grades SC - 2005 4
Southern
Regional
Education
Board
MMGWComparison of Percentages of Students
Meeting Performance Goals
59% 61%
50%
85%
35% 38%32%
Reading Mathematics Science Goal
High-implementation Low-implementation
Source: 2004 Making Middle Grades Work Assessment and Student Survey
Middle Grades SC - 2005 5
Southern
Regional
Education
Board
MMGW
Key Question
What differences in school and classroom practices would you expect to find between highest- and lowest-implementation schools?
Middle Grades SC - 2005 6
Southern
Regional
Education
Board
MMGWComparison of Percentages of Students Meeting Proficiency Levels in Reading
36%
55%
9%
17%
57%
26%
Proficient/Above Basic Below Basic
High-implementation Low-implementation
Source: 2004 Making Middle Grades Work Assessment and Student Survey
Middle Grades SC - 2005 7
Southern
Regional
Education
Board
MMGWComparison of Percentages of Students
Meeting Proficiency Levels in Mathematics
33%
50%
17%16%
45%39%
Proficient Basic Below Basic
High-implementation Low-implementation
Source: 2004 Making Middle Grades Work Assessment and Student Survey
Middle Grades SC - 2005 8
Southern
Regional
Education
Board
MMGWComparison of Percentages of Students Meeting Proficiency Levels in Science
29%
38%34%
17%
31%
52%
Proficient Basic Below Basic
High-implementation Low-implementation
Source: 2004 Making Middle Grades Work Assessment and Student Survey
Middle Grades SC - 2005 9
Southern
Regional
Education
Board
MMGW
Key Question
What are the root causes that would result in differences in the achievement of the two levels of schools?
Middle Grades SC - 2005 10
Southern
Regional
Education
Board
MMGWComparison of Percentages of Students Completing Rigorous English/Reading
Curriculum
26%36% 38%
14%
31%
53%
85%
High Rigor (3 to 4)
ModerateRigor (2)
Low Rigor (0 to 1)
Goal
High-implementation Low-implementation
Source: 2004 Making Middle Grades Work Assessment and Student Survey
Middle Grades SC - 2005 11
Southern
Regional
Education
Board
MMGWComparison of Percentages of Students Experiencing a Rigorous English Reading
Curriculum
IndicatorLow-
implementation Schools
High-implementation
Schools
Took advanced English/language arts classes.
22% 24%
Wrote a major research paper semester or yearly.
52 62**
Completed short writing assignments (1-3 pages) monthly or weekly.
47 61**
Read 11 or more books in and out of school.
25 38**
Source: 2004 Making Middle Grades Work Assessment and Student Survey
* p<.05; **p<.01
Middle Grades SC - 2005 12
Southern
Regional
Education
Board
MMGWComparison of Percentages of Students Completing Rigorous Mathematics
Curriculum
Source: 2004 Making Middle Grades Work Assessment and Student Survey
Middle Grades SC - 2005 13
Southern
Regional
Education
Board
MMGWComparison of Percentages of Students
Completing Rigorous Science Curriculum
Source: 2004 Making Middle Grades Work Assessment and Student Survey
Middle Grades SC - 2005 14
Southern
Regional
Education
Board
MMGWComparison of Percentages of Students Experiencing a Rigorous Science Core
IndicatorLow-
implementation Schools
High-implementation
Schools
Used math skills to solve problems in science monthly or weekly.
59% 76%**
Had hands-on science in living things (plants, animals, bacteria, etc.)
52 64**
Had hands-on science in chemistry (elements, compounds, mixtures, etc.)
62 77**
Source: 2004 Making Middle Grades Work Assessment and Student Survey* p<.05; **p<.01
Middle Grades SC - 2005 15
Southern
Regional
Education
Board
MMGWComparison of Percentages of Students Experiencing a Rigorous Science Core
IndicatorLow-
implementation Schools
High-implementation
Schools
Had hands-on science in simple machines (pulleys, levers, etc.)
40% 54%**
Had hands-on science in the environment.
50 64**
Source: 2004 Making Middle Grades Work Assessment and Student Survey* p<.05; **p<.01
Middle Grades SC - 2005 16
Southern
Regional
Education
Board
MMGWAligning Middle Grades Academic Core to
High School Readiness Standards
Take time to assess your current effort to align middle grades curriculum to high school readiness standards.
Identify an Outstanding Practice already in place at your school.
Select a major action to focus on in year one. Select a major action to focus on in year two. Select a major action to focus on in year
three. Note: Actions should be measurable.
Middle Grades SC - 2005 17
Southern
Regional
Education
Board
MMGWComparison of Percentages of Students Experiencing an Emphasis on Literacy
41%36%
20%21%
37% 37%
Intensive (5 to 8) Moderate (3 to 4 of 8)
Low (0 to 2)
High-implementation Low-implementation
Source: 2004 Making Middle Grades Work Assessment and Student Survey
Middle Grades SC - 2005 18
Southern
Regional
Education
Board
MMGWComparison of Percentages of Students Having Engaging Literacy Experiences
IndicatorLow-
implementation Schools
High-implementation
Schools
Used Internet to find information for assignments often.
47% 62%**
Have used a computer at school for schoolwork monthly or weekly.
53 57**
Used word processing or presentation software monthly or weekly.
32 48**
Source: 2004 Making Middle Grades Work Assessment and Student Survey
* p<.05; **p<.01
Middle Grades SC - 2005 19
Southern
Regional
Education
Board
MMGWComparison of Percentages of Students Having Engaging Literacy Experiences
IndicatorLow-
implementation Schools
High-implementation
Schools
Developed and analyzed tables, charts and/or graphs often.
31% 46%**
Made oral presentations before class on an assignment semester or monthly.
54 69**
Received samples of high quality work to use as models monthly or weekly.
29 43**
Source: 2004 Making Middle Grades Work Assessment and Student Survey
* p<.05; **p<.01
Middle Grades SC - 2005 20
Southern
Regional
Education
Board
MMGWComparison of Percentages of Students Having Engaging Literacy Experiences
IndicatorLow-
implementation Schools
High-implementation
Schools
Spent one hour or more reading outside of school on a typical day.
38% 40%
Have read 11 or more books this year both in and out of school.
25 38**
Source: 2004 Making Middle Grades Work Assessment and Student Survey
* p<.05; **p<.01
Middle Grades SC - 2005 21
Southern
Regional
Education
Board
MMGWEngaging Students in Reading and Writing
for Learning
Take time to assess your current effort to engage students in reading and writing for learning.
Identify an Outstanding Practice already in place at your school.
Select a major action to focus on in year one. Select a major action to focus on in year two. Select a major action to focus on in year
three. Note: Actions should be measurable.
Middle Grades SC - 2005 22
Southern
Regional
Education
Board
MMGWComparison of Percentages of Students Having Engaging Numeracy Experiences
38%43%
16%18%
43%
35%
Intensive (10 to 14) Moderate (6 to 9 of 14)
Low (0 to 5)
High-implementation Low-implementation
Source: 2004 Making Middle Grades Work Assessment and Student Survey
Middle Grades SC - 2005 23
Southern
Regional
Education
Board
MMGWComparison of Percentages of Students Having Engaging Numeracy Experiences
IndicatorLow-
implementation Schools
High-implementation Schools
Solved non-textbook math problems weekly.
63% 72%**
Used math skills to solve problems in other classes monthly and weekly.
44 57**
Mathematics teachers did show how mathematics can be used to solve problems in real life.
83 88**
Source: 2004 Making Middle Grades Work Assessment and Student Survey
* p<.05; **p<.01
Middle Grades SC - 2005 24
Southern
Regional
Education
Board
MMGWComparison of Percentages of Students
Having Engaging Numeracy Experiences
IndicatorLow-
implementation Schools
High-implementation Schools
Worked with other students on a mathematics assignment monthly and weekly.
55% 71%**
Worked in groups to brainstorm how to solve a problem monthly and weekly.
42 58**
Teachers encourage students to help each other sometimes or often.
24 31**
Source: 2004 Making Middle Grades Work Assessment and Student Survey
* p<.05; **p<.01
Middle Grades SC - 2005 25
Southern
Regional
Education
Board
MMGWComparison of Percentages of Students Having Engaging Numeracy Experiences
IndicatorLow-
implementation Schools
High-implementation Schools
Explained to the class how to solve a math problem monthly and weekly.
55% 72%**
Wrote sentences about how to solve a mathematics problem monthly or weekly.
49 59**
Explained different ways to solve a mathematics problem monthly and weekly.
57 73**
Source: 2004 Making Middle Grades Work Assessment and Student Survey
* p<.05; **p<.01
Middle Grades SC - 2005 26
Southern
Regional
Education
Board
MMGWComparison of Percentages of Students
Having Engaging Numeracy Experiences
IndicatorLow-
implementation Schools
High-implementation Schools
Teachers know their subject and can make it interesting and useful often.
30% 42%**
Developed and analyzed tables, charts and/or graphs in school work often.
31 46**
Used a scientific calculator to complete mathematics assignments weekly.
50 58**
Source: 2004 Making Middle Grades Work Assessment and Student Survey
* p<.05; **p<.01
Middle Grades SC - 2005 27
Southern
Regional
Education
Board
MMGWEngaging Students in Challenging
Mathematics Assignment
Take time to assess your current effort on engaging students in learning mathematics.
Identify an Outstanding Practice already in place at your school.
Select a major action to focus on in year one. Select a major action to focus on in year two. Select a major action to focus on in year
three. Note: Actions should be measurable.
Middle Grades SC - 2005 28
Southern
Regional
Education
Board
MMGWComparison of Percentages of Students Having Engaging Science Experiences
30%
49%
18%13%
42%39%
Intensive (8 to 12) Moderate (5 to 7) Low (0 to 4)
High-implementation Low-implementation
Source: 2004 Making Middle Grades Work Assessment and Student Survey
Middle Grades SC - 2005 29
Southern
Regional
Education
Board
MMGWComparison of Percentages of Students Having Engaging Science Experiences
IndicatorLow-
implementation Schools
High-implementation Schools
Completed graded short writing (1-3 pages) assignments each semester.
25% 28%*
Used log or notebook to keep records when doing science experiments.
58 73**
Completed written reports on scientific investigations semester or monthly.
45 54**
Wrote long answers to questions on tests in science monthly.
36 44**
Source: 2004 Making Middle Grades Work Assessment and Student Survey
* p<.05; **p<.01
Middle Grades SC - 2005 30
Southern
Regional
Education
Board
MMGWComparison of Percentages of Students Having Engaging Science Experiences
IndicatorLow-
implementation Schools
High-implementation Schools
Used equipment to do activities in a science lab with tables and sinks semester or monthly.
44% 52%**
Worked with others on a challenging science assignment monthly or weekly.
58 74**
Completed a science project that took one week or more.
67 81**
Teachers encourage students to help each other sometimes or often.
24 31**
Source: 2004 Making Middle Grades Work Assessment and Student Survey
* p<.05; **p<.01
Middle Grades SC - 2005 31
Southern
Regional
Education
Board
MMGWComparison of Percentages of Students Having Engaging Science Experiences
IndicatorLow-
implementation Schools
High-implementation Schools
Teachers know their subject and can make it interesting and useful often.
30% 42%**
Used word processing software to complete an assignment often.
36 49**
Developed and analyzed tables, charts and/or graphs in school work often.
31 46**
Used the Internet to find information for completing assignments often.
47 62**
Source: 2004 Making Middle Grades Work Assessment and Student Survey
* p<.05; **p<.01
Middle Grades SC - 2005 32
Southern
Regional
Education
Board
MMGWEngaging Students in Challenging Science
Assignment
Take time to assess your current effort. Identify an Outstanding Practice
already in place at your school. Select a major action to focus on in
year one. Select a major action to focus on in
year two. Select a major action to focus on in
year three. Note: Actions should be measurable.
Middle Grades SC - 2005 33
Southern
Regional
Education
Board
MMGWComparison of Percentages of Students
Experiencing High Expectations
27%
52%
20%16%
48%
35%
Intensive (6 to 8) Moderate (3 to 5 of 8)
Low (0 to 2 of 8)
High-implementation Low-implementation
Source: 2004 Making Middle Grades Work Assessment and Student Survey
Middle Grades SC - 2005 34
Southern
Regional
Education
Board
MMGWComparison of Percentages of Students Experiencing High Expectations
IndicatorLow-
implementation Schools
High-implementation Schools
School and classroom rules are defined and clear often.
53% 64%**
Teachers clearly indicate standards of work needed for an A or B often.
48 60**
Teachers set high standards and are willing to help meet them often.
38 51**
Revise written work several times to improve quality sometimes or often.
22 29**
Source: 2004 Making Middle Grades Work Assessment and Student Survey
* p<.05; **p<.01
Middle Grades SC - 2005 35
Southern
Regional
Education
Board
MMGWComparison of Percentages of Students
Experiencing High Expectations
IndicatorLow-
implementation Schools
High-implementation Schools
Failed to complete or turn in assignments never or rarely.
58% 68%**
Spent one hour or more on homework each day.
23 29**
Most teachers encourage me to do well in school often.
60 70**
Work hard to meet high standards on assignments often.
41 50**
Source: 2004 Making Middle Grades Work Assessment and Student Survey
* p<.05; **p<.01
Middle Grades SC - 2005 36
Southern
Regional
Education
Board
MMGW
Setting High Expectations for Students
Take time to assess your current effort. Identify an Outstanding Practice
already in place at your school. Select a major action to focus on in
year one. Select a major action to focus on in
year two. Select a major action to focus on in
year three. Note: Actions should be measurable.
Middle Grades SC - 2005 37
Southern
Regional
Education
Board
MMGWComparison of Percentages of Students Experiencing an Emphasis on Guidance
35%
44%
19%19%
45%
33%
Intensive (4 to 6) Moderate (2 to 3 of 6)
Low (0 to 1 of 6)
High-implementation Low-implementation
Source: 2004 Making Middle Grades Work Assessment and Student Survey
Middle Grades SC - 2005 38
Southern
Regional
Education
Board
MMGWComparison of Percentages of Students
Receiving Guidance
IndicatorLow-
implementation Schools
High-implementation Schools
Encouraged by a counselor or teacher to take Algebra in 6th, 7th or 8th grade.
24% 29%**
Have a written plan for courses I will take in high school.
44 61**
Parents and someone at school helped write plan for courses.
37 54**
Source: 2004 Making Middle Grades Work Assessment and Student Survey
* p<.05; **p<.01
Middle Grades SC - 2005 39
Southern
Regional
Education
Board
MMGWComparison of Percentages of Students
Receiving Guidance
IndicatorLow-
implementation Schools
High-implementation Schools
Expected to take notes from a lecture weekly in 9th grade English.
46% 59%**
Expected to solve real-world problems weekly in 9th grade math.
39 52**
Talked about 9th grade in both 7th and 8th grade.
26 31**
Source: 2004 Making Middle Grades Work Assessment and Student Survey
* p<.05; **p<.01
Middle Grades SC - 2005 40
Southern
Regional
Education
Board
MMGW
Providing Guidance and Advisement
Take time to assess your current effort. Identify an Outstanding Practice
already in place at your school. Select a major action to focus on in
year one. Select a major action to focus on in
year two. Select a major action to focus on in
year three. Note: Actions should be measurable.
Middle Grades SC - 2005 41
Southern
Regional
Education
Board
MMGWComparison of Percentages of Students
Experiencing Extra Help
16%
38%
13%9%
33%
20%
Full (5) Moderate (3 to 4 of 5)
Low (0 to 2 of 5)
High-implementation Low-implementation
Source: 2004 Making Middle Grades Work Assessment and Student Survey
Middle Grades SC - 2005 42
Southern
Regional
Education
Board
MMGWComparison of Percentages of Students
Experiencing Extra Help
IndicatorLow-
implementation Schools
High-implementation Schools
Teachers care enough that they will not let me get by without doing work often.
35% 45%**
Have access to extra help from teachers without much difficulty often.
37 51**
Teachers are available before, during or after school a few times a week.
45 60**
Source: 2004 Making Middle Grades Work Assessment and Student Survey
* p<.05; **p<.01
Middle Grades SC - 2005 43
Southern
Regional
Education
Board
MMGWComparison of Percentages of Students
Experiencing Extra Help
IndicatorLow-
implementation Schools
High-implementation Schools
Extra help received at school helped to understand work sometimes or often.
61% 68%**
Tried harder on school work after receiving extra help sometimes or often.
62 68**
Source: 2004 Making Middle Grades Work Assessment and Student Survey
* p<.05; **p<.01
Middle Grades SC - 2005 44
Southern
Regional
Education
Board
MMGW
Providing Students with Extra Help
Take time to assess your current effort. Identify an Outstanding Practice
already in place at your school. Select a major action to focus on in
year one. Select a major action to focus on in
year two. Select a major action to focus on in
year three. Note: Actions should be measurable.
Middle Grades SC - 2005 45
Southern
Regional
Education
Board
MMGWComparison of Percentages of Teachers Experiencing Continuous Improvement
35%30% 31%
21%27%
48%
High (4 to 5) Middle (2 to 3 of 5) Low (0 to 1 of 5)
High-implementation Low-implementation
Source: 2004 Making Middle Grades Work Assessment and Student Survey
Middle Grades SC - 2005 46
Southern
Regional
Education
Board
MMGWComparison of Percentages of Students Experiencing Continuous Improvement
IndicatorLow-
implementation Schools
High-implementation Schools
Teachers in this school are always learning and seeking new ideas.
40% 58%**
Staff uses data reports to evaluate school programs.
36 48**
Teachers and administration in this school work as a team.
33 49**
Source: 2004 Making Middle Grades Work Assessment and Student Survey
* p<.05; **p<.01
Middle Grades SC - 2005 47
Southern
Regional
Education
Board
MMGWComparison of Percentages of Students Experiencing Continuous Improvement
IndicatorLow-
implementation Schools
High-implementation Schools
Goals and priorities for this school are clear.
40% 51%**
Teachers in this school maintain a demanding yet supportive environment.
34 53**
Source: 2004 Making Middle Grades Work Assessment and Student Survey
* p<.05; **p<.01
Middle Grades SC - 2005 48
Southern
Regional
Education
Board
MMGW
Continuous School Improvement
Take time to assess your current effort. Identify an Outstanding Practice
already in place at your school. Select a major action to focus on in
year one. Select a major action to focus on in
year two. Select a major action to focus on in
year three. Note: Actions should be measurable.
Middle Grades SC - 2005 49
Southern
Regional
Education
Board
MMGWMaking Middle Grades Work
is about:
Rigorous curriculum Engaging assignments Relevant instruction Student and teacher support A goal focus toward high school
readiness Leadership for continuous
improvement