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ERIC Number: ED433364
Record Type: Non-Journal
Publication Date: 1998-Nov
Pages: 89
Abstractor: N/A
Reference Count: N/A
Statewide Evaluation of Georgia's Middle Grades Educational Program: Phase I Report.
Georgia State Dept. of Education, Atlanta.
How implementation of the middle schools concept affects student attainment of the purposes of middle grades education was studied in Georgia. Focuses were on academic achievement, the cost effectiveness of the Middle School Program, and any modifications needed to improve middle grades education. This study finds that students who attend schools that more fully implement certain elements of the middle school concept are more likely to be academically successful, as measured by average gains in reading and mathematics performance on the Iowa Tests of Basic Skills, and are better supported as they make the transition from childhood to adolescence. All levels of middle school implementation appeared to do similarly well in preparing students for high school. It was evident that in schools in which teachers work effectively in interdisciplinary teams, a key concept of the Georgia middle schools concept, student gains in reading and mathematics are significantly higher. It is noted that the middle schools concept tends to be most fully implemented in schools with more students of higher socioeconomic status, and when the effects of socioeconomic status are controlled for in the analysis, most measurable benefits of middle school implementation disappear. The planned second phase of the study should help clarify this issue. Three appendixes contain a discussion of study methodology, information about gain scores, and a description of instructional practices in the middle schools. (Contains 2 boxes, 17 charts, 19 tables, and 5 annotated references.) (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Georgia State Dept. of Education, Atlanta.
Identifiers - Location: Georgia