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Are Middle Schools Harmful? The Role of Transition Timing, Classroom Quality and School Characteristics

Journal of Youth and Adolescence volume 41, pages 333–345 (2012)Cite this article

Abstract

Are middle schools ill-suited for early adolescents, or can school characteristics account for any differences in student functioning? Achievement, school engagement, and perceived competence of children starting middle schools in 5th and 6th grades were compared to those of their same-grade peers in elementary schools in a national, longitudinal sample (NICHD Study of Early Child Care and Youth Development, n = 855; 52% Female, 82% White). Classroom quality (observed and teacher-reported) and school characteristics (composition and size) were considered as explanations for any relationships between school-level and student functioning. Fifth grade middle school students did not differ from those in elementary school, but students entering middle school in 6th grade, compared to those in elementary school, experienced lower classroom quality, which in turn predicted slightly lower achievement. They also had lower school engagement, explained by larger school size. Classroom quality and school characteristics predicted youth functioning regardless of school type. We suggest reshaping the research and policy debate with renewed focus on classroom quality and school size instead of grade organization.

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Acknowledgments

This study originated as the first author’s master’s thesis and he would like to thank his committee comprised of the second author, Robert Crosnoe and Su Yeong Kim in guiding this work in its early stages. The authors would also like to acknowledge the generous comments by Aprile D. Benner and the editorial help of Elizabeth A. Schoenfeld. Finally, none of this work would be possible without the existence of the data, and for that we would like to thank all involved in the Early Child Care Research Network. Support for this research was provided through Eunice Kennedy Shriver NICHD 5R24HD042849-09 grant awarded to the Population Research Center at The University of Texas at Austin.

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  1. Human Development and Family Sciences, University of Texas at Austin, 1 University Station, A2702, 108 Dean Keaton, Austin, TX, 78712-0141, USA

    Igor Holas & Aletha C. Huston

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  1. Igor Holas
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  2. Aletha C. Huston
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Correspondence to Igor Holas.

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Holas, I., Huston, A.C. Are Middle Schools Harmful? The Role of Transition Timing, Classroom Quality and School Characteristics. J Youth Adolescence 41, 333–345 (2012). https://doi.org/10.1007/s10964-011-9732-9

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  • DOI: https://doi.org/10.1007/s10964-011-9732-9

Keywords

  • Middle schools
  • Achievement
  • School engagement
  • Perceived competence
  • Classroom quality
  • School characteristics