Middle school

Crispell Middle School, Pine Brush, New York, United States of America, The U.S.

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The term Middle school, also known as Junior High school, most commonly used in the United States of America, is a school in the secondary educational system that usually bridges the gap between elementary and High school. In America, the exact organization varies from state to state, but most often middle schools consist of sixth, seventh and eighth grades, students usually being between the ages of 12-14.

Variations of middle schools exist in education systems around the world, although sometimes there is no designated bridge between elementary and high school.

Origin

The genesis for the middle school in the United States came in the late nineteenth century, with a major study by the president of Harvard University and the National Education Association's Committee of Ten on Secondary School Studies published a study that outlined a re-organization of education in America. At the time, education was mostly broken up into elementary schools, which consisted of grades 1-8, and high schools, grades 9-12. The core argument of the study was that students would benefit from starting more advanced studies earlier in their education, and suggested that elementary schools be compromised of grades 1-6 and high schools grades 7-12. In 1909, the first junior high schools were established in Columbus, Ohio, compromising grades 7-8. It was not long before more junior high schools started to develop in other parts of the country. These schools were largely focused upon transitioning students from elementary studies to more advanced subjects and extracurricular activities, such as sports, in order to properly prepare students for high schools, which were seen as being the preparation for college.

In the middle of the twentieth century, a new movement began that eventually established the middle school. While junior high schools were popular, there were also areas for improvement. One of the difficulties with junior high schools were economic and logistical; establishing junior high schools for students who only attended for two years was an additional burden upon money and resources for many school districts. The short time span of junior high also meant that the social relationships of students became fractured and strained during the years between 6th and 9th grade. The first middle school in America opened in Bay City, Michigan, in 1950. Structured to host students from grades 6-8, the early middle school movement was based upon the belief that by the time students entered 6th grade, they were intellectually and socially advanced beyond the confines of elementary schools, and that as most students in sixth grade were of the age of puberty, and hence entering the first stages of adulthood, 6th grade was the appropriate grade to began to transition from elementary to secondary education.The spread of middle schools also helped logistical problems, such as overcrowding, and spread teachers and administrators more evenly among districts. Today, middle and junior high schools exist in America, and while often these terms can be used interchangibly, some districts divide grade structures differently among the two.

Problems

One particularly vexing problem that plagued junior high schools and continues to plague middle schools is what Samuel H. Popper termed being "a school without teachers" . Because of the lack of teacher education programs and licensure that focus on the middle school level, the majority of young adolescents are taught by teachers who prepared for a career as an elementary or high school teacher. Fewer than one in four middle-grades teachers have received specialized training to teach at the middle level before they begin their careers. As a result, teachers who wind up teaching in middle schools, even those who discover that they enjoy teaching middle school students, find themselves woefully unprepared to work with this age group. Thomas Dickinson commented in 2001 that these instructors enter middle schools "unschooled in appropriate curriculum and instruction for young adolescents, and ignorant of the place and purpose of middle school organizational practices and the complex role of the middle school teacher" . This is clearly one reason why curriculum and instruction in the middle grades continues to show little improvement over time.

There is a growing consensus to support specialized teacher preparation at the middle-grades level. Numerous studies show that middle-grades teachers and principals favor specialized teacher preparation of middle-grades teachers. Similarly, the National Middle School Association, The National Association for Secondary School Principals, and the National Forum to Accelerate Middle Grades Reform have all called for the specialized preparation of middle-grades teachers. Perhaps the only solution to this enduring problem is for states to establish mandatory requirements for middle-level licensure that do not overlap significantly with licensure for elementary school or high school teachers. This will serve as an incentive for colleges and universities to establish specialized programs that prepare practicing and future teachers to work effectively with middle school students, curricula, and instructional practices, and also as an incentive to teachers to pursue this specialized training.

Unfortunately, there is also a lack of middle-school principal preparation. "Preparation to lead a school based on the tenets of the middle school concept is even more rare than middle school teacher preparation programs. The same can be said for the licensure of middle school principals" .

The National Forum to Accelerate Middle Grades Reform declared in 2000 that high-performing middle schools are "academically excellent, developmentally responsive, and socially equitable" . If such middle schools are going to become the norm rather than the exception, both middle school teachers and principals need more specialized preparation and continuing professional development to support and sustain their trajectory toward excellence.Thus in some governmental and institutional contexts, "Middle school" may be used as no more than an alternative name to "junior high school," or it might imply a pedagogical shift away from primary and secondary school practices. The concept of the name junior high dates back to 1909, with the founding of Indianola Junior High School in Columbus, Ohio. The concept of the name "middle school" dates back to 1950, from Bay City, Michigan.

Asia

Afghanistan

In Afghanistan education often does not last until middle school. Under the Taliban, girls were not allowed to attend school. Now, both boys and girls are allowed to attend school, but many families elect to have their children work at home, rather than send them to school.

People's Republic of China

In the People's Republic of China, junior middle schools (chuzhong or 初中) refer to years 7–9. It covers the last 3 years of the 9-year compulsory education, which is subject to fees. At the end of the last year, the college-bound students take exams to enter high school (gaozhong or 高中) others wishing to continue their training may enter technical high school (中学专科/中专) or vocational school (职业学校).

Japan

In Japan, junior high schools, which cover years seven through nine, are called chū gakkō (中学校, literally, middle school). They are referred to as "junior high schools" in most conversations in English and are referred to by MEXT as "lower secondary schools." (See Secondary education in Japan.)

South Korea

In the Republic of Korea, a middle school is called junghakgyo (중학교, 中學校, also literally meaning "middle school") which includes grades 7 through 9.

Indonesia

In Indonesia children go to school at the age of 3. They start from pre-school and kindergarten. At the age of 6 they go to SD 1 (grade school). They spend six years here then continue to Junior High School (SMP) for three years. After Junior high they go to Senior high for three years. After 12 years of completing grade school, it's up to them to continue college or university in what they prefer.

Taiwan

Taiwanese junior high schools (3-year) were originally called chuzhong (初級中學, 初中; "primary middle school"). However, in August 1968, they were renamed guozhong (國民中學, 國中; "citizen middle school") when they became free of charge and compulsory. Private middle school nowadays are still called chuzhong. Taiwanese junior high schools are attended normally by those older than twelve. Accompanied with the switch from junior high to middle school was the cancellation of entrance examination needed to enter senior high school.

Australia/Oceania

Australia

In most regions of Australia don't have middle schools as students go straight from primary school to secondary school.

In 1996 and 1997 a national conference met to develop what became known as the National Middle Schooling Project, which aimed to develop a common Australian view of

• early adolescent needs
• guiding principles for educators
• appropriate strategies to foster positive adolescent learning.

The first middle school established in Australia is The Armidale School, in Sydney. Schools have followed this trend such as The King's School.

As of 2007, the Northern Territory has introduced a three tier system featuring Middle Schools for years 7-9 (approx ages 12-15) and high school year 10-12. (approx ages 15-18)

New Zealand

In New Zealand intermediate schools cover years 7 and 8 (formerly known as form 1 and 2, with children aged 11-12) in areas where the local primary schools teach year 1 to year 6 students. Many primary schools however, do teach year 7 and 8. These primary schools may have a relationship with a nearby intermediate school to teach manual training classes such as woodwork.

Recently, however, Junior High Schools covering years 7-10 (the four years between primary and NCEA, the national secondary qualification) have been established. The first was [http://www.ajhs.school.nz Albany Junior High School in Albany, Auckland.

Europe

Bosnia, Croatia, Montenegro, Serbia, Slovenia

In the countries of former Yugoslavia, srednja škola (literally translated as Middle School) refers to age between 14 and half - 15 and 18, and lasts 2-4 years since elementary school (which lasts 8 or 9 years). The final four years of elementary school are actually what would be called junior high school in USA. Students have up to 12-13 different subjects in each school year (most of them only two 45-minute class periods per week). For example, 8th grade students do not have one subject called Science but three separate subjects called Chemistry, Physics and Biology.

France

In France, the equivalent period to middle school is collège, which ends with the Troisième (the equivalent of the Canadian and American Grade 9). Upon completion of this grade, students are awarded a Brevet des collèges if they obtain a certain number of points on a series of tests in various subjects.

Italy

In Italy, middle school (which is "scuola media" in Italian) refers to age between 10-11 and 13-14, lasting 3 years. At the end of the third year, students have to take a final test due to complete this grade. Middle school in Italy is the last compulsory year; however, starting to work at the age of 14 is actually illegal, so, even students who don't wish to keep studying anymore, usually take a short professional course (two years). Students who decide to end school at the age of 14, can either get a sabbatical or start working illegally.

United Kingdom

In the United Kingdom, some English Local Education Authorities introduced Middle Schools in the 1960s and 1970s. The notion of Middle Schools was mooted by the Plowden Report of 1967 which proposed a change to a three-tier model including First schools for children aged between 5 and 8, Middle Schools for 8–12 year-olds, and then Upper or High Schools for 12–16 year-olds. Some authorities introduced Middle Schools for ideological reasons, in line with the report, while others did so for more pragmatic reasons relating to the raising of the school leaving age in compulsory education to 16, or to introduce a comprehensive system.

Different authorities introduced different age-range schools, although in the main, three models were used:

• 5–8 First Schools, followed by 8–12 Middle Schools, as suggested by Plowden
• 5–9 First Schools, followed by 9–13 Middle Schools
• 5–10 First Schools followed by 10–13 Middle Schools, or Intermediate Schools

In addition, some schools were provided as combined schools catering for pupils in the 5–12 age range as a combined first and middle school.

Around 2000 middle and combined schools were in place in the early 1980s. However, that number began to fall in the later 1980s with the introduction of the National Curriculum. The new curriculum's splits in Key Stages at age 11 encouraged the majority of Local Education Authorities to return to a two-tier system of Primary and Secondary schools.

Under current legislation, all middle schools must be deemed either primary or secondary. Thus, schools which accept pupils up to age 12 are entitled middle-deemed-primary, while those accepting pupils aged 13 or over are entitled middle-deemed-secondary. For statistical purposes, such schools are often included under primary and secondary categories "as deemed". Notably, most schools also follow teaching patterns in line with their deemed status, with most deemed-primary schools offering a primary-style curriculum taught by one class teacher, and most deemed-secondary schools adopting a more specialist-centred approach.

Some Middle Schools still exist in various areas of England. The are supported by the National Middle Schools' Forum. A list of Middle Schools in England is available.

In Scotland a similar system was trialled in Grangemouth, Falkirk between 1975 and 1987.(See Grangemouth middle schools article) The label of junior high school is used for some through schools in Orkney and Shetland which cater for pupils from 5 up to the age of 16, at which point they transfer to a nearby secondary school.

North America

The definition of "middle school" is muddied somewhat because, in North American contexts, "secondary education" quite frequently means post-compulsory (High School level) education, encompassing such diverse institutions as "English as a second language" schooling, trade schools and certificate programs, as well as other intermediate options such as Junior colleges, four-year colleges and full universities.

Canada and the United States

As mentioned earlier in the article, the first junior high school was established in 1909. Advocated by groups such as the National Middle School Association, the middle school concept is a relatively new model for the middle-level grades, contrasted with the more traditional junior high concept. North American children at this level are educated either at junior high schools or at middle schools, depending on the philosophy and practice of the particular school.

Conceptual distinctions

Junior high schools were created for the purpose of "bridging the gap between the elementary and the high school," a concept credited to Charles W. Eliot, president of Harvard University. The faculty is organized into academic departments that operate more or less independently of one another. The middle school movement in the United States saw this model as inadequately addressing the intended purpose of transition by maintaining an emphasis on the high school model, as reflected in the "junior high" designation.

The middle school concept often involves a group of two to eight teachers from different disciplines working as a team with the same group of students of the same grade level, with each teacher teaching a different subject. This format facilitates interdisciplinary units, where part or all of the entire team teaches on the same general topic from the perspective of different disciplines. The middle school philosophy also advocates assigning students in each team to a homeroom. By having homeroom daily for various discussions and activities, middle schools try to foster a sense of belonging in students to ease social and emotional difficulties during adolescence.^{[citation needed]}

Configurations

Middle school (sometimes abbreviated MS)is often used instead of junior high school when demographic factors increase the number of younger students. Middle schools are usually grades 6, 7, and 8 (i.e. around ages 11-14), varying from area to area and also according to population vs. building capacity. Another common model includes grades 5-8.

The middle school format has now replaced the junior high format by a ratio of about ten to one in the U.S. In Canada, the junior high concept is primarily seen in Western Canada, while middle schools to US-standards are generally only seen in Ontario and parts of Atlantic Canada, where they are sometimes called senior elementary schools. Many people also call middle school "junior high school." Middle school does not exist at all in Quebec, where primary school comprises grades 1 to 6, secondary school comprises grades 7 to 11, and those latter are named "secondary 1" through "secondary 5."

Mexico

In Mexico, the middle school system is called "secundaria" ("secondary") and comprises grades 7-9 and is completed after primary (1-6) and before preparatory (10-12).

Professional organizations

The National Middle School Association (NMSA) was founded in 1973. It now claims over 30,000 members representing principals, teachers, central office personnel, professors, college students, parents, community leaders, and educational consultants across the United States, Canada, and 46 other countries. An equivalent organisation operates in the UK under the name of The National Middle Schools' Forum.

References

ISBN links support NWE through referral fees

• Arnold, J. "Needed: A Realistic Perspective of the Early Adolescent Learner." CLEARINGHOUSE 54:4 (1980).
• Atwell, Nancie. "In the Middle: New Understanding About Writing, Reading, and Learning." Boynton/Cook Pub (1987).
• Beane, J. "Dance to the Music of Time: The Future of Middle Level Education." THE EARLY ADOLESCENT MAGAZINE 2 (September 1987):18–26.
• Beane, J. A MIDDLE SCHOOL CURRICULUM: FROM RHETORIC TO REALITY. Columbus, Ohio: National Middle School Association, 1990a.
• Beane, J. AFFECT IN THE CURRICULUM: TOWARD DEMOCRACY, DIGNITY, AND DIVERSITY. New York: Teachers College Press, 1990b.
• Cross Keys Middle School. A PLACE OF OUR OWN. Florissant, Missouri: Florissant Public Schools, 1990.
• Jennings, W., and Nathan, J. "Startling/Disturbing Research on School Program Effectiveness." PHI DELTA KAPPAN 59 (1977): 568–572.
• Fenwick, J. (Primary Author) Taking Center Stage: A Commitment to Standards-Based Education for California's Middle Grades Students. Sacramento: California Department of Education, 2001
• "Why Middle Level Schools Are KEY to Young Adolescent Success" Westerville, OH: NMSA, 2003.

External links

• [2]
• Model Programs for Middle School Teacher Preparation
• The Transition to Middle School
• Integrating Literature into Middle School Reading Classrooms
• Middle School Education—The Critical Link in Dropout Prevention
• Integrated Curriculum in the Middle School
• Canada: Provincial Systems of Education
• National Middle School Association
• Collegiate Middle Level Association A pre-professional organization for students preparing to teach middle school.
• National Middle Schools' Forum (UK)
• UK Middle Schools
• Parents Against Change - large collection of research pro-Middle Schooling

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