Study Links Academic Setbacks to Middle School Transition

The study, part of the Program on Education Policy and Governance Working Papers Series at Harvard University, found that students moving from grade 5 into middle school show a “sharp drop” in math and language arts achievement in the transition year that plagues them as far out as 10th grade, even risking thwarting their ability to graduate high school and go on to college. Students who make a school transition in 6th grade are absent more often than those who remain in one school through 8th grade, and they are more likely to drop out of school by 10th grade.

“I don’t see eliminating the transition at the high school level as important or beneficial as eliminating the transition at the middle school level,” said Martin R. West, an assistant education professor at the Harvard Graduate School of Education and a co-author of the study.

“That to me is a really robust finding,” said David L. Hough, the managing editor of theMiddle Grades Research Journal and a dean emeritus of Missouri State University’s college of education, in Springfield. “All these people are focusing on the transition to high school; it looks to me like they need to be focusing on that transition to middle school.”

Mr. Hough, who was not involved in the Harvard study, has been developing a database of nearly 2,000 schools covering middle-level grades across 25 states. He said that roughly 6,000 schools nationwide are structured in the K-8 configuration and 8,000 as 6-8. While so-called “elemiddle” K-8 schools had been spreading more rapidly than regular middle schools in recent years, Mr. Hough said district moves to swap middle for elemiddle schools have “leveled off” since 2010.

For the Florida study, Mr. West and Guido Schwerdt, a researcher with the Ifo Institute for Economic Research at the University of Munich in Germany, used the state’s longitudinal database to track more than 450,000 students in the state’s public schools who proceeded from grades 3 to 10 between 2000-01 and 2008-09.

They found students who attended elementary schools ending at grade 5 had an early edge over those attending K-8 schools in mathematics and language arts, but their performance in both subjects dropped dramatically when they switched to middle school in 6th grade. After the 6th grade transition, middle school students fell by .12 standard deviations in math and .09 standard deviations in reading compared with students at K-8 schools, and then that gap continued to widen throughout middle school and into high school.

Moreover, students who had attended a middle school were 18 percent more likely than students who attended a K-8 school before high school to not enroll in grade 10 after attending grade 9—an indicator that they may have dropped out.

While the middle school drop was most pronounced in urban schools, Mr. West said the same general pattern was repeated in suburban and rural schools.

The Florida findings are “almost identical” to the results of a smaller, 2010 study of New York City public schools, Mr. West said. In it, Columbia University researchers found that students who started in K-5 or K-6 schools performed slightly better than their K-8 peers in math and language arts in 5th grade, but when they moved to a middle school, the K-8 and middle school students changed places, and the achievement gap between those groups increased through 8th grade.

Middle Versus High

Mr. Hough has found there is “much popular experience about the shock students experience when first entering middle school from an elementary school, but precious little empirical data have been collected to examine it.”

Rather, he said, most researchers and policymakers focus on the transition into high school. In part, that may be because most students who drop out of high school do so in 9th or 10th grades, yet the Florida study found that the transition from middle to high school was much less traumatic for students than the one from elementary to middle school.

Florida students entering high school did see a drop in achievement, but it was temporary and only one-fifth the size of the drop seen during the middle school transition. “For the high school switchers, they suffer a little one-time drop but then recover,” Mr. West said. “It looks like a much less disruptive transition than the one to middle school; the high school transition is not that different from what you’d see in a typical school transition.”

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