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National
Forum Policy Statement
STUDENT
ASSIGNMENT IN THE MIDDLE GRADES: TOWARDS ACADEMIC SUCCESS
FOR ALL STUDENTS
High-performing
middle-grades schools are academically excellent, developmentally
responsive, and socially equitable. Such schools demonstrate
a non-negotiable commitment to the intellectual growth,
academic success, and healthy development of every student.
They work deliberately to diminish disparities in students'
learning and achievement, and to provide opportunities
for students to develop the knowledge and skills needed
for democratic participation in their schools and communities.
In high-performing schools, heterogeneous assignment
of students is the norm. The student assignment practices
in such schools ensure that every student:
- is
in classrooms characterized by high
expectations, challenging content, and appropriate
materials
- has
teachers who are well qualified to teach their subjects
at the middle level and are effective in engaging
early adolescent learners in those subjects
- learns
from a curriculum that is based on high standards
for what all students should know and be able to do
- is
taught in ways that encourage active, inquiry-based
learning, that are relevant to real-world problems,
and that are adapted to students' different cultures,
skills, and ways of learning
- gets
the tailored, personal support necessary to participate
and succeed in reaching high-level expectations
- demonstrates
learning and understanding in a variety of ways.
High-performing middle-grades schools deliberately work
to reduce disparities in educational attainment by adopting
open and fair student assignment practices.
When students are grouped and regrouped for purposes of
instruction, the assignment is temporary
and based on diagnosed needs, interests, and talents of
students, not on a single achievement test.
Teachers constantly assess student progress through rigorous
and varied methods and make reassignments as appropriate.
Schools disaggregate assessment data to identify and eliminate
gaps in educational attainment among non-native-English
speakers, special-needs students, and racial, ethnic,
gender, and socio-economic groups.
To support their commitment to social equity, high-performing
middle-grades schools make sure families and the community
understand their student assignment principles and practices.
The schools provide extensive professional development
for teachers, and establish a climate that welcomes every
student and every family. |
