Grade Configuration Research and Literature Review
Below are some additional research papers and professional literature reviews on the subject of grade configuration. As noted in our Summary_Findings Report, most of the research on grade configuration focuses on comparing k-8 elementary/middle/high school grade configuration. The literature is indicates that there is no a "right" answer. Instead, it makes clear that figuring out the best grade configuration is a complex process in which individual districts must weigh the costs and benefits specific to it.
Barton, R., & Klump, J. (2012). Figuring out grade configurations. Principal’s Research Review, 7(3), 1–7. Retrieved from Education Northwest website: http://educationnorthwest.org/resources/figuring-out-grade-configurations
Examines what the research says about organizing students in various elementary, middle level and high school grade spans. They look at studies conducted in New York and Florida, and show an example of a reconfiguration happening in a small district in Idaho. While research suggests that the way grades are configured depends on the needs and conditions of the community, the brief offers a list of important questions districts should consider when looking at reconfiguring grade spans.
Carolan, B. V., & Chesky, N. Z. (2012). The relationship among grade configuration, school attachment, and achievement. Middle School Journal, 43(4), 32–39.
The article presents an examination of the concept of school attachment, focusing on ways in which academic achievement is influenced in the relationship between middle school students and their schools. Particular focus is given to a comparison between student experiences in stand-alone middle schools and kindergarten through eighth (K-8) schools.
Cook, P. J., MacCoun, R., Muschkin, C., & Vigdor, J. (2008). The negative impacts of starting middle school in sixth grade. Journal of Policy Analysis and Management, 27(1), 104–121.
Using administrative data on public school students in North Carolina, we find that sixth grade students attending middle schools are much more likely to be cited for discipline problems than those attending elementary school. That difference remains after adjusting for the socioeconomic and demographic characteristics of the students and their schools.
Special thanks to Jennifer Klump at Education Northwest for her assistance in finding relevant resources.
Barton, R., & Klump, J. (2012). Figuring out grade configurations. Principal’s Research Review, 7(3), 1–7. Retrieved from Education Northwest website: http://educationnorthwest.org/resources/figuring-out-grade-configurations
Examines what the research says about organizing students in various elementary, middle level and high school grade spans. They look at studies conducted in New York and Florida, and show an example of a reconfiguration happening in a small district in Idaho. While research suggests that the way grades are configured depends on the needs and conditions of the community, the brief offers a list of important questions districts should consider when looking at reconfiguring grade spans.
Carolan, B. V., & Chesky, N. Z. (2012). The relationship among grade configuration, school attachment, and achievement. Middle School Journal, 43(4), 32–39.
The article presents an examination of the concept of school attachment, focusing on ways in which academic achievement is influenced in the relationship between middle school students and their schools. Particular focus is given to a comparison between student experiences in stand-alone middle schools and kindergarten through eighth (K-8) schools.
Cook, P. J., MacCoun, R., Muschkin, C., & Vigdor, J. (2008). The negative impacts of starting middle school in sixth grade. Journal of Policy Analysis and Management, 27(1), 104–121.
Using administrative data on public school students in North Carolina, we find that sixth grade students attending middle schools are much more likely to be cited for discipline problems than those attending elementary school. That difference remains after adjusting for the socioeconomic and demographic characteristics of the students and their schools.
Special thanks to Jennifer Klump at Education Northwest for her assistance in finding relevant resources.
