Middle school

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The term Middle school, also known as Junior High school, most commonly used in the United States, is a school in the secondary educational system that usually bridges the gap between elementary and high school. In the U.S., 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 in some countries there is no designated school that bridges between elementary and high school.

Origin

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

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 that 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.

A hallway at the Eckstein Middle School, Seattle, Washington

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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 interchangeably, some districts divide grade structures differently among the two.

Organization

Like most other schools in the U.S., middle schools can be either public or private institutions. Public middle schools are under the jurisdiction of local school boards and state education departments, and are usually funded by a mixture of local and state taxes. Many public school districts are set up so that the many different schools can work interconnected with one another in the flow and maturation of students, as such, middle schools work closely with elementary schools for incoming students, and with high school in regards to their graduating students. Private middle schools, while less populous than public schools, do exist in many areas of the United States. Some of these schools are religiously affiliated, while others are secular and are more like preparatory schools. Private schools are funded through endowments and tuition and as such are not under the regulation of local or state education agencies.

Both private and public middle schools often have similar administrative organizations. Usually a principal, dean, or headmaster is in charge of the overall school operations, assisted by subordinate administrators. Most middle schools will also have a guidance staff, which helps plan students' schedules and act as advocates for a wide array of student needs. school psychologists, guidance counselors, and social workers are sometimes also members of the staff.

Facilities

Stanton Middle School in Kent, Ohio, showing gym and south end of building.

Most middle schools have facilities comparable to high schools, only on a smaller scale. In addition to regular classrooms, most middle schools are equipped with cafeterias to serve food to students, gymnasiums for physical education, auditoriums for assemblies and student performances, and health or nurse's offices to ensure the daily safety and physical well-being of the student population. Depending upon budgeting and curricular restraints, middle schools may also have laboratory facilities for science classes, art and music rooms and equipment and computer rooms. Most middle schools will also have outside sport arenas, such as football, baseball, soccer, and running tracks; sometimes a single area will be used for all such activities.

Cultural Variations

Africa

Middle schools are rare in Africa, due to the political instability, poverty, disease, lack of infrastructure, and civil violence that devastates many regions of the continent. Since many countries within Africa are still struggling to fully modernize, many areas have very basic schools that are usually under-funded and staffed. Since middle schools are usually developed as successful bridges between well established primary and secondary schools, there are as yet few middle schools in many parts of Africa. Those countries with more established educational institutions, such as South Africa, Egypt, and Kenya, have generally divided their schools into primary and secondary systems.

Asia

Education has always been important in the East, and the rapid modernization that swept through many Asia countries during the twentieth century has also ushered in the idea of middle schools to many countries. In the People's Republic of China, junior middle schools (chuzhong or 初中) refer to years 7seven through nine. This covers the last three years of the nine-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).

The courtyard and classrooms wing of Onizuka Middle School in Karatsu, Japan. Third year students have classes on the first floor, second year students the second, and first year students the third floor.

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 the Japanese Ministry of Education, Culture, Sports, Science and Technology as "lower secondary schools." Junior High school is the last stage of compulsory education in Japan, after which those that plan to continue to the "higher secondary schools" are required to pay a small fee.

Middle schools in South Korea consist of three grades. Most students enter at age 12 and finish at age 15 (western years). These three grades correspond roughly to grades 7-9 in the North American system and 2nd to 4th form in the British system. Middle school in South Korea marks a considerable shift from elementary school, with students expected to take studies and school much more seriously.

Europe

In France, the collège is the first level of secondary education in the French educational system. A child attending collège is called collégien (boy) or collégienne (girl). Men and women teachers at the collège- and lycée-level are called professeur (no official feminine professional form exists in France). Entry into the sixième year occurs directly after the last year of primary school, called cours moyen deuxième année (CM2). There is no entrance examination into collège, yet administrators have established a comprehensive academic examination for pupils starting sixième. The purpose of the examination is evaluating the pupil's level on being graduated from primary school.

In Italy, middle school (scuola media in Italian) refers to age between 10-11 and 13-14, lasting three 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 year of compulsory education. However, the legal age to begin employment is 16, and so even students who do not wish to continue their studies usually enroll in a short professional course (two years).

In the United Kingdom 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-centered approach.

Gymnasium (middle school) of Janusz Kusociński in Mińsk Mazowiecki, Poland

In Germany, there are some schools that could be considered middle schools, including the Hauptschule and Realschule. A Hauptschule is a secondary school starting after four years of elementary schooling. Any student who completed a German elementary school can attend a Hauptschule afterwards, whereas students who want to attend a Realschule or Gymnasium must achieve a certain academic standard. The students spend five-six years at the Hauptschule, from 5th to 9th (or 10th) grade. They finish at about age 15-16. Conversely, pupils start at a Realschule at the age of eleven or twelve and typically finish school at the age of 16, when they are expected to take on an apprenticeship. The Realschule is ranked between Hauptschule (lowest) and Gymnasium (highest) in the secondary school system.

In Poland the gymnasium is a type of middle school, consisting of three years of education starting at age 13 to 14 and following six years of elementary school. This level of education is compulsory for all students. After this gymnasium students may enroll in the non-mandatory three years Liceum, four years technikum, or two or three years of vocational technical school.

Oceania

In New Zealand intermediate schools cover years seven and eight (formerly known as form one and two, with children aged 11-12) in areas where the local primary schools teach year one to year six students. Many primary schools however, do teach year seven and eight. These primary schools may have a relationship with a nearby intermediate school to teach manual training classes such as woodwork. At the beginning of the twenty-first century, Junior High Schools covering years seven to ten, the four years between primary and the National Certificate of Educational Achievement (NCEA), were established.

Darwin Middle School, Northern Territory, Australia

Generally, education in Australia follows the three-tier model which includes primary education (primary schools), followed by secondary education (secondary schools/high schools) and tertiary education (universities and/or TAFE (Technical and Further Education Colleges)). It was not until recently that separate middle schools started to develop within this system, but it has not been a widespread movement; in fact, there is much debate over the effectiveness of middle schools with Australia.

South America

While middle schools as they are known in the United States are rare in South America, many countries recognize that there is a transitional period for students between primary and secondary education. In many places, the last years of primary school (or the first of secondary, depending upon the location) are set labeled as later stages in primary education (beginning stages in secondary. In Brazil, Fundamental Education is mandatory for children ages 6-14. There are nine "years" (as opposed to the former eight "grades"), and years six, seven, eight, and nine are designated as Ensino Fundamental II. As for years six, seven, eight, and nine, one or two foreign languages are also compulsory (usually English and also Spanish).

In Venezuela, students attend primary school until they are eleven. They are then promoted to the second level of basic education, where they stay until they are 14 or 15, at which point they are then given the choice to continue their education or enter the workforce. In Argentina primary education comprises the first two EGB cycles (grades one through six). Because of the system that was in place until 1995 (seven years of primary school plus five or six of secondary school), primary schools used to offer grades one through seven, although most are already converted to accept eighth and ninth, others chose to eliminate seventh grade altogether, forcing the students to complete the third cycle in another institution.

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.
• MacIver, Douglas and Allen Ruby. Middle Schools Encyclopedia of Education Gale Group, Inc., 2002. Retrieved August 21, 2008.
• Louis, Francois. Secondary Education in France: A Decade of Change. Organization for Economic Cooperation & Development, 1995. ISBN 9264145486

External links

• National Middle School Association
• 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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