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ERIC Number: ED478009
Record Type: RIE
Publication Date: 2003
Pages: 25
Abstractor: N/A
Academic Achievement in the Middle Grades: What Does Research Tell Us? A Review of the Literature.
Heller, Rafael; Calderon, Sarah; Medrich, Elliott
This literature review surveys research on academic achievement in the middle grades to answer the following questions: What is the current state of middle-grades education? What led to the reform of middle-grades education? What does the research say about educational practices that support academic achievement in the middle grades? The review focuses on research associated with improving student achievement and presents a list of best practices for improving achievement for all middle-grades students. The literature showed that promoting achievement in the middle grades has more in common with successful strategies applied at other grade levels than not. The researchers call this the "middle grades paradox." Specifically, the review examines the following topics: (1) the current state of middle-grades education; (2) middle-grades education reform; (3) what the evidence says about middle-grades achievement, which includes discussions of curriculum, academic climate, engagement, parental involvement, school size, classroom structure, teacher quality, and the transition to high school; and (4) encouraging links among research, practice, and strategies. (Contains 223 references.) (WFA)
Southern Regional Education Board, 592 10th St. N.W., Atlanta, GA 30318. Tel: 404-875-9211; Web site: For full text:
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: DeWitt Wallace/Reader's Digest Fund, Pleasantville, NY.; Edna McConnell Clark Foundation, New York, NY.; Department of Education, Washington, DC.
Authoring Institution: Southern Regional Education Board, Atlanta, GA.
Note: With Gene Bottoms, Sondra Cooney and Caro Feagin. Also supported by The Goldman Sachs Foundation, New York, NY.