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ERIC Number: EJ800210
Record Type: Journal
Publication Date: 2006
Pages: 26
Abstractor: As Provided
ISSN: ISSN-1937-0814
"Middle Start's" Impact on Comprehensive Middle School Reform
Mertens, Steven B.; Flowers, Nancy
Middle Grades Research Journal, v1 n1 p1-26 Spr 2006
This article examines the implementation and effectiveness of Middle Start, a regional, comprehensive school reform design, focused specifically on middle-grade schools and young adolescents. Utilizing individual school self-study data and employing a quasi-experimental design, factors such as the implementation of interdisciplinary teaming organizations, teaming practices, and classroom practices are examined to provide contextual information for an analysis of standardized student achievement data. The results are quite promising. First, schools engaged in high levels of middle school practices, such as teaming, demonstrate greater student achievement gains. Second, compared to a more affluent sample of schools, higher poverty schools engaged in the Middle Start comprehensive school reform model exhibited greater student achievement gains over time. Third, two years after their grants expired, Middle Start schools were able to demonstrate continued gains in student achievement; however, their gains in team and classroom practices were only minimal. (Contains 7 tables and 2 figures.)
Institute for School Improvement, Missouri State University. 901 South National Avenue, Springfield, MO 65897. Tel: 417-836-8854; Fax: 417-836-8881; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan