Understanding the K-8 Model: A Series | Part IV

And the survey says...

Over the past week I’ve shared with you some the reasons why other districts have moved to a K-8 model – but the question that begs to be asked is how will this model aid Plainfield Public Schools in achieving greater academic successes, e.g. meeting AYP district-wide?

First let us look at Dr. Gallon’s five core areas of impact for the district:

(1) Learning Outcomes
(2) Human Resources Optimization
(3) Business Practices Optimization
(4) Safe Learning Environment
(5) Community Involvement

Now let us continue our review of the national research, and although the body of work is statistically shallow, it does report consistent, positive findings. In particular -- Milwaukee and New York City preliminary results purport K-8 schools are out performing junior high schools in almost every category. (1)

Additionally, K-8 school modeling research supports the following:

- A means to create TRUE neighborhood schools. (5)
o One should be cautioned to manage the inevitability of internal competitions to ensure it is healthy and promotes pride and a commitment to excellence and is not used as a marker for divisiveness among the children and local communities served by any one particular school.

- Encourages higher self-esteem (1) (4)
- Decreases incidents of victimization by students on other students (4)
- Increase participation in extracurricular activities (1) (2) (3) (4) (5)
- Promotes healthier adolescent development (1) (4)
- Reading scores surpassed counterparts in junior high schools (1) (2)
- SAT scores are significantly stronger (1) (2)

From conversations with Philadelphia principals, Keith Look noted the following advantages of K-8 modeling as shared by the principals:

- It’s easier to fill vacancies (2) (3)
- Schools are Safer as older and younger siblings attending the same school tends to promote
characteristics such as protector, tutor and role model. (4)
- Parental involvement is greater as parents remain connected to one school longer (5)
- School Staff feel more connected to the community (2) (3) (5)
- School Staff are able to see their influence as students grow to young adults (2) (3) (5)
- School Staff relationships with children begin at early ages thus fostering a greater level
of trust among the two groups (2) (3) (5)
- From the student’s perspective – the continuity reduces negative feelings such as “who
cares” attitudes, self-doubting and self-destruction. (1) (3) (4) (5)

As we compare the ideals of our new SI with those of the leading research in this area we can conclusively map the K-8 modeling as an effective tool to move Plainfield forward. The numbers noted by each resulting outcome of the research represents a link to Dr. Gallon’s five core goals.

To avoid information overload, I will conclude this series in tomorrow’s post.

(The information contained in this posting was gleaned by the following sources: http://www.oppaga.state.fl.us/report/pdf/0502rpt.pdf and http://www.philaedfund.org/notebook/TheGreatK8Debate.htm)