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In Milwaukee, school vouchers and a policy of choice put a lot of decision-making power in parents' hands, and pressure to keep vulnerable sixth-graders in their familiar grade schools has sprung up from the grass roots. "I don't care if you have world-class middle schools, parents just don't like moving their children from the elementary school," says Andrekopoulos, who used to be principal at Fritsche. Pressure to score high on the math and reading tests mandated by the No Child Left Behind Act also seems to favor K-8s. "Elementary schools have done a better job of organizing themselves around math and reading," he observes.
Boosting achievement in math and reading is a big factor in the drive to reshape schools in Philadelphia, where reform has come from the top down. A 2002 study found that eighth-graders at the city's K-8 schools typically score 50 points higher on state tests than peers who attend middle schools. Under Paul Vallas, the energetic CEO of Philadelphia's schools, the district is pruning the number of middle schools from 46 in 2003 to eight by 2008, while upping K-8s from 10 to 120. "I haven't seen anything to support the creation of middle schools, especially the way they work in large urban areas," Vallas says.
How did middle schools, which were ushered in with such fanfare 25 years ago, fall into such disrepute? The answer, many educators say, has less to do with the philosophy behind the middle school movement and more to do with how it was executed. Coming after a period of youth unrest, when juvenile crime and drug use were rising, middle school proponents argued that old-fashioned junior highs, which usually served Grades 7 and 8 and sometimes 9, were not meeting kids' social and developmental needs. Instead, they were providing a watered-down version of high school, literally a junior high. Reformers proposed that schools for this age group needed to educate "the whole child," addressing social and emotional issues as well as building academic skills. Sixth grade became the usual entry point for new middle schools, both because of crowding at grammar schools and because puberty was occurring earlier.
Among the key tenets of the middle school movement are these: fostering a close relationship between teacher and child so that every student has an adult advocate, having teachers work across disciplines in teams (example: students read Johnny Tremain in English while studying the Revolutionary War in social studies), creating small learning communities within larger schools and stressing learning by doing. "Young adolescents learn through discovery and getting involved," explains Sue Swaim, executive director of the Ohio-based National Middle School Association. "They're not meant to be lectured to the whole day."
Some critics contend that the whole movement was soft in the head. It "had as its ideological antecedent the notion that academics should take a back seat to self-exploration, socialization and working in groups," writes Cheri Pierson Yecke, a former education commissioner in Minnesota, in a forthcoming report for the Thomas B. Fordham Foundation titled Mayhem in the Middle: How Middle Schools Failed America and How to Make Them Work. "A disproportionate regard for student self-esteem and identity development," Yecke argues, yielded a "precipitous decline" in academic achievement.