Preliminary Recommendations of the
Middle Learning Years Task Force

April 1999

National and state testing data reveal a disturbing trend of stagnating middle school performance. Maryland School Performance Assessment Program data illustrates the lack of growth in eighth-grade student performance as compared to third- and fifth-grade student performance. Results from the Third International Math and Science Study (TIMMS) show that while U.S. fourth-grade students scored above the international average for five of the six topics measured, eighth-graders scored below average. Co-author of the TIMMS report William Schmidt alludes to middle schools as an educational “wasteland.”     

State Superintendent of Schools Nancy S. Grasmick charged the Middle Learning Years Task Force with the investigation and elimination of this declining performance phenomena. The task force members comprise an impressive body of extensive practical experience and education theory relevant to the issue of middle school performance. Members represent school systems, educational organizations, and community and business leaders. While their work is not yet complete, the Middle Learning Years Task Force has made preliminary recommendations in three areas for improving education in the middle years.

Upgrade instruction for all children, emphasizing academics and achievement.

The recommendations...

• Increase academic expectations and course rigor, emphasizing the application of content knowledge to real-world problems.
• Ensure that curriculum, instruction, and assessment complement each other and are in alignment with Maryland's learning outcomes, content standards, and essential core learning goals.
• Provide specific reading instruction for all middle grades students.
• Integrate reading and writing in the content areas.
• Strengthen the engagement of middle school students in academic learning.
• Adopt strategies to foster achievement for all students, preventing both grade retention and social promotion.
• Provide accelerated academic intervention to students achieving below standards.
• Identify advanced learners and struggling learners and provide them with appropriately challenging programs.

Revamp programs to enhance teacher quality, preparing teachers specifically for middle school classrooms.

The recommendations...

• Require middle grade administrators and teachers to undergo middle grade-specific training and to be licensed by the Maryland State Department of Education to teach their content area in the middle grades.
• Require Maryland's institutions of higher education to develop middle level education programs that correspond to state licensing requirements.
• Ensure that at-risk, under-performing, and minority populations receive challenging instruction that is delivered by teachers experienced with diverse populations.
• Provide ongoing staff development of high quality and rigor that meets National Staff Development Council standards.
• Provide all teachers and students with access to and training in technology.

Restructure middle schools to reflect the most current research on adolescent development and learning.

The recommendations...

• Create a culture and climate conducive to school-based reform and academic success.
• Provide an organization that creates a small, personalized learning environment.
• Eliminate ability grouping practices that hinder students' access to more rigorous academic preparation.
• Adopt flexible scheduling as needed, viewing time as a resource to provide additional learning opportunities.
• Develop meaningful school-family connections that keep parents informed and involved in their child's education.
• Provide opportunities for character education and service-learning experiences.

The Middle Learning Years Task Force

Members

School System Representatives

Organizational Representatives