Fill out the brief form below for access to the free report.
The George W. Bush Institute began the Middle School Matters (MSM) initiative in 2010 with the goal of increasing the number of students who are prepared for high school and post-secondary success. The middle grade years are the last best chance to get students ready for success both in high school and beyond, but these grades are often overlooked in both research and resources
The MSM initiative takes on this challenge by turning high-quality research into strategies for districts, schools, and teachers to improve reading, writing, and math instruction. The initiative also helps educators better use data to identify students at-risk of dropping out.
Six years into this project, we have produced an in-depth look at what we have learned. Lessons Learned from the Middle School Initiative shares what we know about creating and implementing this unique program.
Among the lessons are these four key discoveries:
- Connecting educators and researchers improves everyone’s practice. Educators and academic researchers are not frequent collaborators, and it can be difficult for educators to know if an instructional strategy or intervention is based in rigorous research.
MSM deliberately and successfully connected the two groups to build the MSM Field Guide and tools. “A lot of models of school reform are hatched by people based on an intuitive sense of what will work with kids,” says Bush Institute Fellow Mark Dynarski. “In our early MSM discussions, the group was strongly oriented to using as much evidence of effectiveness as we could bring to bear on the issue.”
- Most teachers welcome opportunities to learn about and master research-based strategies. They want to improve outcomes for students, especially when they can learn directly from experts who can model these strategies. As one principal put it, “We are now hearing teachers soliciting feedback. That has been the shining star for the year – for teachers to offer help and accept help from colleagues.”
- Implementing these strategies does not come easily, but they can produce positive results with sustained effort and support of teachers over time. “We don’t expect our students to be able to master something after we teach a concept to them once,” one MSM teacher shared. “As teachers, we learn the same way.” A school leader added, “Professional development without follow-up is malpractice.”
- It is just as important to design the implementation of an intervention as carefully as the design of the intervention itself. Schools and districts are complex environments, and implementation of new practices is often difficult and success is limited.
The field of implementation science can help, but education does not always take advantage of its findings. For example, less is often more. The most successful MSM schools focused on implementing two or three strategies in the MSM Field Guide in a given year instead of six or more. And, it was important for teachers to stop using unproven techniques in order to make the time to repeatedly implement the new research-based MSM strategies.
Of course, we have learned many other valuable lessons, but this much is clear: The middle grade years will remain pivotal for students who face academic and personal challenges during this trying period of their lives. Schools can best help them with classroom practices that quality research shows can prepare them for high school and beyond.
Anne Wicks serves as the Director of Education Reform at the Bush Institute. In this role, she develops and oversees the policy, research, and engagement work of the Education Reform team.
Before joining the Bush Institute, Wicks served for five years as Associate Dean for External Relations at the University of Southern California's Rossier School of Education. In addition to leading a team with revenue, communications, and engagement goals, she supported Dean Karen Symms Gallagher on a variety of special projects including the launch and early growth of Ednovate Charter Schools. She currently serves as the chair of PMC Support, a supporting organization for Ednovate Schools. Over her career, she has held management and resource development roles at organizations including Teach for America, the Lucile Packard Foundation for Children's Health, and Stanford University. Anne holds a B.A in American Studies and a M.A. in Education from Stanford University (during which she taught 8th grade social studies), as well as a M.B.A. from the University of Southern California. A former captain of Stanford's women's volleyball team, Anne was part of three national championship teams, two as a player and one as an assistant coach.Full Bio
Teaching Middle School is Never Easy, But It Helps to Know How to Help Students Learn
When I decided to become a teacher, I knew I wanted to help students succeed, but I also knew that I needed help to become effective. I wasn’t an education major, and I hadn’t participated in a teacher preparation program. I had only vague notions about how to be a great teacher. I decided to work for a charter school that was known for being very supportive of its teachers and that provided weekly coaching and professional development. I was lucky that I immediately had the support of a coach and a principal who helped me become an effective teacher. Looking back, I was very reliant on my coach and principal for help. I realize now that I had no idea how to help myself—had I not been getting the support I critically needed, I would have failed miserably in helping my students to learn. I admit that in a moment of desperation I visited a variety of teacher websites looking for lesson-planning help when other support wasn’t immediately available. A
The Year in Review for the Bush Institute's Education Reform Initiative
Increasing student achievement. Improving the quality of our schools for every child. These remain the most important goals of the Bush...