Relating the Middle School Concept to Student Achievement

Cites three critical questions to examine reasons for inconclusive findings relating middle school practices recommended in "Turning Points" to student achievement: (1) shortcomings in operationalizing variables; (2) what is measured; or (3) uncontrolled variables. Notes schools implementi...

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Veröffentlicht in:	Middle school journal 2003-09, Vol.35 (1), p.24-32
Hauptverfasser:	Anfara, Vincent A., Lipka, Richard P.
Format:	Artikel
Sprache:	eng
Schlagworte:	Academic Achievement Developmentally Appropriate Practices Educational Practices Educational reform Educational research Elementary Secondary Education Interdisciplinary Approach Literature Reviews Longitudinal studies Middle School Students Middle School Teachers Middle Schools Recommendations Research design Rethinking Student Achievement School Restructuring Secondary school curricula Secondary School Curriculum Standardized tests State of the Art Reviews Turning Points
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Zusammenfassung:	Cites three critical questions to examine reasons for inconclusive findings relating middle school practices recommended in "Turning Points" to student achievement: (1) shortcomings in operationalizing variables; (2) what is measured; or (3) uncontrolled variables. Notes schools implementing more "Turning Points" recommendations showed greater gains in student outcomes and that achievement is linked to SES. Concludes with a challenge to educators and policymakers to question some uses of standardized tests. (KB)
ISSN:	0094-0771 2327-6223
DOI:	10.1080/00940771.2003.11494523