NCJ Number
238184
Journal
Journal of Youth and Adolescence Volume: 41 Issue: 3 Dated: March 2012 Pages: 333-345
Date Published
March 2012
Length
13 pages
Annotation
This study combines prior work in order to provide comprehensive understanding of when and if middle schools lead to reduced achievement or psychological functioning.
Abstract
Are middle schools ill-suited for early adolescents, or can school characteristics account for any differences in student functioning? Achievement, school engagement, and perceived competence of children starting middle schools in 5th and 6th grades were compared to those of their same-grade peers in elementary schools in a national, longitudinal sample (NICHD Study of Early Child Care and Youth Development, n = 855; 52 percent Female, 82 percent White). Classroom quality (observed and teacher-reported) and school characteristics (composition and size) were considered as explanations for any relationships between school-level and student functioning. Fifth grade middle school students did not differ from those in elementary school, but students entering middle school in 6th grade, compared to those in elementary school, experienced lower classroom quality, which in turn predicted slightly lower achievement. They also had lower school engagement, explained by larger school size. Classroom quality and school characteristics predicted youth functioning regardless of school type. The authors suggest reshaping the research and policy debate with renewed focus on classroom quality and school size instead of grade organization. (Published Abstract)