The effects of the middle school concept on student achievement as identified by principals and the Academic Excellence Indicator System (AEIS) reports in selected middle schools in Texas

Abstract

The purpose of this study was to investigate the possible relationship between the level of implementation of the middle school concept and student achievement.

The level of implementation of the middle school concept was determined by the Texas Assessment of Middle Level Schools (TAMLS) which was completed by a random sample of middle school principals from across Texas. Student achievement and selected demographic data were obtained from the Academic Excellence Indicator System (AEIS) reports on the various campuses as published on the Texas Education Agency (TEA, 2003a) website.

Student achievement, school size, and demographic variables were investigated using frequency counts, mean scores, standard deviations, analysis of variance (ANOVA), and Pearson product–moment correlations across independent variable categories. The independent variable categories were the five criteria and the total score as rated by principals on the TAMLS survey.

Major research findings of this study include:

1. Relationships were found between the TAMLS criteria of developmental responsiveness and teacher preparation and professional development with student achievement across all of the research questions examined. 2. Relationships were found between school size, the TAMLS criteria and student achievement. 3. Relationships were found between student ethnicity, the TAMLS criteria, and student achievement. The study results with regard to the relationship between the level of implementation of the middle school concept, taken in its totality, are inconclusive. This finding is supported in a review of the literature.

Based on the findings of the study, researcher recommendations include:

1. Middle schools involved in reform efforts to improve student achievement should focus their efforts in the areas of developmental responsiveness and teacher professional development. 2. Principals of large middle schools (n ≥ 801 students) should consider the implementation of the middle school concept as a design strategy when reform efforts are undertaken.