School Utilization P.S. 101Q

School UtilizationP.S. 101Q Prepared by SLT Parent member A. Kittredge, 2013 contact SLT@ps101q.orgfor questions or comments.

Background • Early 20th Century theory: Move 7th, 8thGraders into separate schools that will address their unique behavioral issues. • Became widely used in the 1960s • Originally predominantly 7th - 9th grade model • Difference between Middle School Configuration and Middle School Concept began to evolve

What is Middle School Concept? Behavior • Transition from childhood to adolescence has special needs: • a desire for independence, • growth in importance of the peer group, • sexual, emotional and social maturation, • resentment of authority figures, • fluctuation of emotions, and • concern about physical growth, appearance; physiological changes.

Evolution of Middle School Concept Additional Major Components • 10–14 year-olds learn differently than younger and older students • Majority of middle school curriculum is symbolic and abstract, but the majority of young adolescents are concrete thinkers who need to touch, feel, and manipulate objects to understand them • Teacher teams and teacher advisories • Parent engagement • Relationships and the emotional atmosphere of the classroom become major players in student achievement at this age

What the Research says Success in middle level education is based on execution of the evolving Middle School Concept, not the School Model (i.e. K-5, K-6, K-8) This past April the National Middle School Association changed its name to the Association for Middle Level Education. Anfaraand Buehler (2005) note that “no sequence of grades is perfect or, in itself, guarantees student academic achievement.”

Why K-8? • Academically, there is statistical evidence that K-8 students test better, show higher attendance, less behavioral issues, greater parent involvement. • However, no conclusion that it is based exclusively on school model. Other contributing factors may apply: • class size, • attendance rate, • strong adult-student familiarity, • strong parent involvement, • lower suspension rates

THE SUSPENSION SPIKE: Changing the Discipline Culture in NYC's Middle Schools Introduction Research findings have established that a middle school pattern of even mild behavioral issues, either alone, or in conjunction with several other factors including absenteeism and academic performance in English and Mathematics, is an early warning that a student may be on the path to potentially dropping out of school… In the 2011-2012 school year, more than 18,000 suspensions were meted out to students in grades 6 through 8 attending standalone middle schools… …concerns about improving New York City's middle school grades are well-deserved. Despite the myriad studies and good intentions, however, the middle school years have not received the same sustained focus and resources as educational reforms targeted at younger children. In particular, the interplay between school climate and behavioral issues and its relationship to academic achievement merits greater attention at a time when graduating from high school and pursuing post-secondary educational attainment is more important than ever… New York City Comptroller John C. Liu, July 2013

District 28 MS Choice Program When the DOE proposed that District 28 adopt the Middle School Choice Program for 5th graders, nothing in the proposal addressed any potential academic or social-emotional advantage to transitioning to a middle school in 6th grade.

Transition years • Students who leave elementary schools for middle schools in grades six or seven “lose ground in both reading and math compared to their peers who attend K–8 schools,” “The Middle School Plunge,” Education Next, Spring 2012 edition. • “…significant negative impact on student self esteem and self-concept of achievement potential.”Impact of School Transitions and Different Grade Configurations, 2012 • “Middle schools were conceived in the 1970s and ’80s as a nurturing bridge from early elementary grades to high school, but critics say they now more often resemble a swamp, where urban youth sink into educational failure.” 2007 BostonGlobe article ref: Reinventing Middle School, 2001

Tracking Student Achievement for transitions in 6th and 7th grrelative to K-8 Blue: Transition 6th Gr,Red: Transition 7th Gr Source: Stuck in the Middle, 2010

K-8 or MS Reduces transitions • 2011 Harvard University studydocumented the damage being done in middle schools. (page 23): "Taken as a whole, these results suggest that structural school transitions lower student achievement but that middle schools in particular have adverse consequences for American students.“ "By all accounts, middle schools are a weak link in the chain of public education.“ • The number of K-8 schools has almost doubled in the U.S. since 2000 while over 1,000 middle schools have disappeared or been re-purposed as K-8.

NYC DOE Transition in 6th Grade PROs CONs Studies show drop in achievement during transition year and continues through 8th A study in Texas found a 130% increase in disciplinary action in 6th graders Studies show drop in attendance, which is a strong indicator for dropouts by 10th grade. Is the MS based on configuration or concept? If not concept, then misses out on the social/emotional advantages inherent in elementary/K-8 model • More options in NYC choice program • Stand Alone Middle Schools may offer updated facilities (i.e. quality science labs, etc) • Stand Alone Middle Schools may offer more course selection (i.e. foreign languages, etc.)

NYC DOE Transition in 7th Grade PROs CONs Fewer middle school choices: Hunter, Baccalaureate, Halsey (2 provide education -> 12) Experiencing developmental transition from child to teen in an unfamiliar environment Studies show drop in achievement during transition year. Studies show drop in attendance, which is a strong indicator for dropout by 10 grade. Misses out on the social/emotional advantages inherent in elementary/K-8 model • Always guaranteed a seat at zoned middle school, i.e. Russell Sage • Remain in smaller class size (in 6th) another year compared to larger classes in stand alone middle schools • 6th grade in elementary school has higher test results • Perform better once they reach Middle School than students who transitioned in 6th

NYC DOE Transition in 9th Grade PROs CONs Benefits of transition from K-8 to High School rely upon the quality of execution of Middle School Concept Students who have already transitioned in 6th or 7th show another dip in achievement • Studies show students from K-8 transition better into H.S. • Better Attendance rates • Social emotional benefits • 18% increase in #s graduating high school than students from stand alones

FEASIBILITY What is the need for middle school seats in District 28?

NYC Middle Schools at a Glance

NYC Standalone Middle Schools at a Glance

Local MS Under-Utilization Halsey: currently at 87% capacity

What’s Happening in NYC Recently?

What’s Happening in NYC Now? * Citywide * Based on 2013 State Test Scores

What’s Happening Now in Queens & Our Neighborhood? * Local Middle School Choices for P.S. 101 rank in the top 25% of Middle Schools citywide. * Based on 2013 State Test Scores

FEASIBILITY K-8 K-6 What is an informed community willing to commit to? What is needed to entice families to stay? Without 6th grade, how do we attract more students to draw in more funding? State funding for Pre-Ks not available currently. Not an option to add a Pre-K (could change with new Mayor) Less student population equals loss of another teacher • 5 year plan • Determine commitment and interest in school and neighborhood community • Would families stay or opt for MS Choice? • Quality of school will influence parent choice to stay or not • Determine funding: DOE, local politicians? • Determine How: • Build • Engineer and architect input, practicality, cost/time estimate • Develop support amongst local public schools feeding Russell Sage, to be all reutilized to K-8

Points to Consider K-8 school • Need to be a stellar school to encourage families to stay • Need to implement middle school concept factors to succeed • Address teacher concerns regarding job security. • Eliminates testing pressure as early as 3rd grade • International comparisons show that early education in the United States is superior, but that something happens in the later years. • Increases value of homes in the neighborhood

What is our vision of the future for our neighborhood children? The School in the Gardens

Studies/Research STUDIES: • The Suspension Spike: Changing the Discipline Culture in NYC Middle Schools, 2013, NYC Comptroller John Liu • Impact of School Transitions and Different Grade Configurations, 2012, Center for Applied Research and Educational Improvement • The Impact of Alternative Grade Configurations on Student Outcomes through Middle and High School, 2011 Martin R. West, Harvard; and Guido Schwerdt, Ifo Institute for Economic Research, Munich, Germany • Stuck in the Middle, How and why middle schools harm student achievement, 2010, Jonah E. Rockoff and Benjamin B. Lockwood • Should 6th Grade be in Elementary or Middle School, 2007, Duke University • Blueprint for Middle Schools, 2007, Joel Klein • Comparing Achievement between K-8 and Middle School, 2005, John Hopkins University • The Impact of K-8 School Configuration on Achievment, 2005, UMass Donahue Institute • Turning Points, 1989 Carnegie Council

Studies/Research Articles: • The Middle School Plunge, 2012Education Next, Spring 2012 edition • Review of Literature on Grade Configuration and School Transitions, 2011, Stillwater Public Schools • An overview of the Literature on Middle School Configurations, 2010, Fairfax County Public Schools • Gaining Ground in the Middle Grades: Why some schools do better, 2010,EdSource • Misleading in the Middle: A Rebuttal to Cheri Pierson Yecke, 2006 Rick Wormeli • Mayhem in the Middle, 2005, Cheri Pierson Yecke • Figuring and Reconfiguring Grade Spans, 2005, Kimberly Reeves

School Utilization P.S. 101Q