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ERIC Number: ED011020
Record Type: RIE
Publication Date: 1966-Aug-31
Pages: 55
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
AN EVALUATION OF THE TRANSITIONAL MIDDLE SCHOOL IN NEW YORK CITY.
SCHWARTZ, E. TERRY
PROFESSIONAL OBSERVER TEAMS ASSESSED THE EXTENT OF INTEGRATION, ACHIEVEMENT, PUPIL-STAFF AND PEER RELATIONSHIPS, AND STUDENT SELF-IMAGE PERCEPTION IN SEVEN MIDDLE SCHOOLS. AS PART OF THE PLAN TO ESTABLISH MIDDLE SCHOOLS (INSTITUTED IN A SYSTEMWIDE 4-4-4 GRADE DISTRIBUTION) TO PROMOTE INTEGRATION AND QUALITY EDUCATION, SPECIFIC JUNIOR HIGH SCHOOLS HAD BEEN SELECTED TO RECEIVE THE NEW SIXTH GRADE. THE OBSERVERS FOUND THAT FIVE OF THESE SEVEN SCHOOLS WERE HIGHLY SEGREGATED AND NONE FULLY INTEGRATED. HOWEVER, SCHOOLMATES FREELY CROSSED RACIAL AND ETHNIC LINES FOR A VARIETY OF NONACADEMIC ACTIVITIES. RECOGNIZING THAT THE TESTING INSTRUMENTS WERE UNRELIABLE, THE OBSERVERS STILL FELT THAT NO SIGNIFICANT ACADEMIC IMPROVEMENTS CAME ABOUT UNDER THE NEW SCHEME, AND THE STAFF GENERALLY THOUGHT THAT THE STRUCTURE AND CURRICULUM IMPEDED ACHIEVEMENT. TEACHERS WERE NOT WELL PREPARED FOR THE TRANSITION AND MANY REACTED NEGATIVELY TO THE CHANGE. RECOMMENDED ARE--(1) BETTER CHOICES OF FUTURE MIDDLE SCHOOLS TO INSURE FULL INTEGRATION, (2) INTERRACIAL INSERVICE PROGRAMS FOR PRINCIPALS AND STAFFS TO FOSTER UNDERSTANDING, (3) THE DEVELOPMENT OF SUITABLE CURRICULUM, ADMINISTRATIVE PROCEDURES, PARENT-SCHOOL COOPERATION, AND A SINGLE STANDARDIZED EVALUATIVE MEASURE OF PUPIL PROGRESS. APPENDED ARE DATA EVALUATION MATERIAL, TABLES, AND THE FORMS USED IN THE STUDY. (NH)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Center for Urban Education, New York, NY.
Identifiers: Elementary Secondary Education Act Title I; New York (New York)