POSITION PAPER ON MIDDLE SCHOOL.

IN 1963, THE JAMESVILLE-DEWITT BOARD OF EDUCATION ORDERED THE INVESTIGATION OF VARIOUS SCHOOL ORGANIZATION PROGRAMS TO DETERMINE WHICH PROGRAM OFFERED THE BEST OPPORTUNITY FOR STUDENT GROWTH. THE INVESTIGATION CONCLUDED THAT A MIDDLE SCHOOL ORGANIZATION (5-4-3 GRADE DIVISION) WOULD MORE EFFICIENTLY FULFILL STUDENT GROWTH NEEDS. SIXTH-GRADE STUDENTS BEGIN A NEW ADOLESCENT CYCLE AND REQUIRE SPECIALIZED FACILITIES, INDIVIDUALIZED PROGRAMS, AND MASTER TEACHERS (TRAINED IN TEACHING METHODOLOGY AND PARTICULAR DISCIPLINES) WHICH MIDDLE SCHOOLS CAN OFFER. THE MIDDLE SCHOOL PLACES GRADES 6 AND 9 IN MORE NATURAL SETTINGS AND ALLOWS FOR EASIER SOCIOLOGICAL ADJUSTMENTS. ORGANIZATIONAL CHANGES MEAN LITTLE, HOWEVER, WITHOUT FACILITY AND CURRICULUM CHANGE. CONSEQUENTLY, A CURRICULUM COUNCIL RECOMMENDED THAT EACH MIDDLE SCHOOL CONSIST OF 3 SUBSCHOOLS OF APPROXIMATELY 325-350 PUPILS, WITH AN ORGANIZATION FOR DEALING WITH INDIVIDUAL BEHAVIOR PROBLEMS. THE MIDDLE SCHOOL CURRICULUM SEEKS TO AVOID THE REGIMENTATION OF GRADE SCHOOL AND THE PRESSURES OF HIGH SCHOOL AND TO PROVIDE FLEXIBILITY FOR INDIVIDUAL DEVELOPMENT. MASTER TEACHERS AND EFFICIENT GUIDANCE PROGRAMS FURNISH THE KEY TO ACADEMIC, SOCIAL, AND EMOTIONAL STUDENT DEVELOPMENT IN GRADES 6, 7, AND 8. INCLUDED IN THE DOCUMENT IS A RECENT TEXAS STUDY OF 7-8, 7-8-9, AND 6-7-8 GRADE PLANS LISTING THE STRENGTHS AND LIMITATIONS OF EACH. (GB)