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Policy Statements
The Forum seeks to engage key stakeholders in the
critical issues of middle-grades reform. We realize
that for changes to occur at the school and classroom
level, policy makers must provide support to middle-grades
schools. To accelerate these changes, the Forum develops
and disseminates policy statements on issues that have
a direct impact on middle-grades education.
Small Schools and Small Learning Communities
Though not sufficient in itself, "smallness"
creates a personalized learning environment that enhances
teaching and learning at the middle level. The National
Forum calls for federal, state, and local policymakers
to provide resources and support to create small schools
at the middle-grades level. In those cases where
small schools are not feasible, district and school
leaders should break down large middle-grades schools
into smaller schools or small learning communities where
teams of teachers share small groups of students (sometimes
called clusters or houses). Read
the Forum's policy statement (June 2004) on small schools
and small learning communities or download a version
in pdf.
High-Stakes
Testing
With
public demand and recent federal legislation calling
for high standards and improved student performance,
virtually every state in the nation has created and
administered statewide tests that measure student progress
over time. The requirements of the No Child Left Behind
Act of 2001 will result in increased use of these tests.
After careful deliberation, the National Forum to Accelerate
Middle-Grades Reform has endorsed the following policy
statement. (July 2002). Read
the Forum's policy statement (July 2002) on high-stakes
testing or download a version
in PDF.
Teacher Preparation, Licensure, and Recruitment
The
National Forum believes that specialized professional
preparation and licensure are critical if we are going
to improve middle-grades education across this country
and help all students meet the high standards expected
of them. Both research and experience tell us that nothing
is more important in improving student learning and
achievement than teacher quality. If we want our eighth
graders to meet both national and international standards
of performance, then we must ensure that their middle-grades
teachers have the essential knowledge, skills, and dispositions
to teach youngsters at this unique developmental stage.
Read the Forum's
policy statement (April 2002) on teacher preparation,
licensure, and recruitment or download a version
in PDF.
Ability grouping
Schools across the country are struggling with how to
group students for instruction. Ability grouping is
a divisive issue among parents, teachers, and policymakers.
Members of the National Forum have struggled with the
many nuances of ability grouping and have come to consensus
on a statement of policy. Read
the Forum's policy statement (February 2001) on ability
grouping and student assignment patterns or download
a version
in PDF.
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