RESEARCH PRIORITY BRIEF – Groveport-Madison Schools ALTERNATIVE GRADE CONFIGURATIONS

Introduction for ways to leverage organizational and structural elements to improve outcomes.2 Constraints Districts arrange grade level configurations in surrounding school and district boundaries, student a variety of ways, with models ranging from populations, financial resources, and community traditional K-5/6-8/9-12 configurations to wide-scale preferences—among other factors—can often schools that serve up to seven grade levels, or single- dictate how a school system configures grade levels. or two-grade buildings.1 As such, this research brief This multiplicity of considerations explains the wide evaluates alternative grade configuration models range of grade configurations across the United and their impact on student outcomes. Key findings States.3 However, in the United States, there is no from this review include: universally agreed-upon best practice for grade span configuration.  Research indicates that do not benefit from isolated grade configurations.  Students in standalone pre-primary schools (i.e., PreK and/or ) do not gain skills as fast over the course of the school year as their peers in elementary schools. Rather, research suggests students benefit from aligned PreK-3 pathways.  Intermediate schools (Grades 5 and 6 only) are not supported by the literature. Students in Grades 5 and 6 perform better in schools with more grade levels (i.e. traditional elementary schools) than in isolation.  Ninth grade academies are often difficult for schools to fully implement, and research Although there are numerous possible grade span on their impact is inconclusive. configuration options, the National Center for Education Statistics (NCES) finds that the most  Schools with few or single grades create more common elementary school configuration is school transitions, which can negatively impact PreK/Kindergarten through Grade 5, while the most student academic and social-emotional common configuration is Grades 9 outcomes. Research associates transitions with through 12. During the 2014-2015 school year (the decreased academic achievement, an increase most recent year of data from the NCES), there were in negative student behaviors, and fewer positive over 25,000 schools in the United States that ended student-teacher relationships. elementary school in Grade 5 and nearly 16,000  The decision to reconfigure grades is typically schools that spanned the traditional high school driven by practical needs such as budget, space, years. Comparatively, in Ohio, 24.5 percent of all and school accreditation. Additionally, when elementary schools4 follow the PreK/K/1-5 model and implementing a grade level reconfiguration, 68.2 percent of all regular secondary schools follow districts face both logistical and cultural the Grades 9-12 model. 5 challenges, while success factors include planning, communication, and collaboration.

Grade configuration has been examined by 2 Renchler, R. “Grade Span.” National Association of Elementary School Principals, education practitioners and policymakers for 16:3, Spring 2000. p.2. http://files.eric.ed.gov/fulltext/ED440471.pdf decades as school and district administrators search 3 Ibid. 4 Excluding special education, alternative, and vocational schools. 5 [1] “Table 216.75: Public Elementary Schools, by Grade Span, Average School Enrollment, and State or Jurisdiction: 2014-15.” National Center for Education 1 “Enrollment/Number of Schools by Grade Span and Type.” California Department Statistics, 2015. of Education. https://www.cde.ca.gov/ds/sd/cb/cefenrollgradetype.asp https://nces.ed.gov/programs/digest/d16/tables/dt16_216.75.asp?current=yes

The Impact of Alternative Grade instructional time (i.e., “fewer minutes of weekly instruction in both reading and ”).11 Configurations Overall, there is limited empirical research on less Kindergarten students in pre-primary common grade configuration models and single- schools demonstrated a one to two grade schools. The following subsection examines the month learning deficit in both reading impact of three alternative grade configuration and math compared to students in models: stand-alone pre-primary schools, primary and elementary schools. intermediate schools, and ninth grade academies. The Benefits of PreK-3 Alignment Pre-Primary and Primary Grade Experts consistently recommend that districts create Configuration Models aligned pathways for students in Grades PreK-3 to According to the research on standalone pre-primary reduce the fade-out of PreK benefits and promote school configurations, which include PreKindergarten successful school transitions.12 In aligned PreK-3 (PreK) and/or Kindergarten, students do not benefit frameworks, teachers and administrators work from isolated early childhood grade confirmation together to align curricula, pedagogy, and learning models. 67 The evidence does not support standalone assessments in order to transfer high-impact methods pre-primary grade configurations as viable models of from early childhood education into elementary early childhood learning for all student groups. school.13 As such, aligned pathways “are designed to Researchers note that these models are often used in encourage more stable and predictable learning the private sector and thus are subject to selection environments, both of which are key elements in bias regarding family affluence and child optimal scholastic and social functioning.”14 Overall, preparedness; indeed, “these mostly nonpublic PreK-3 alignment aims to ensure children’s access to schools tend to have smaller kindergarten quality and long-term early educational experiences. enrollments, and they attract a more affluent and Although the literature does not specify that these more academically prepared clientele than do the grade spans must cohabitate one learning public primary and elementary schools.”8 environment (e.g., a full PreK through Grade 3 Given the general level of higher preparedness school), it is important for administrators to provide a among most students who self-select into standalone PreK-3 configuration that is well-aligned – this points pre-primary programs, students in pre-primary to the benefits of including early grade levels (starting schools do not grow or learn as fast as their peers in in either PreK or Kindergarten) in broader elementary more traditional early childhood settings. For school settings. Key principles of aligned PreK-3 example, a 2007 study in The Elementary School programs include:15 Journal found that Kindergarten students in primary, elementary, and combined schools who  Continuity: Consistency and time in learning underperformed at the start of the year made more environments. significant gains in math and literacy than higher-  Organization: Structural features to increase achieving students in pre-primary schools.9 The intensity, length, and quality. researchers posit that “although the disadvantages  Instruction: Coordination and integration of are not large in conventional terms, they translate to and teaching practices. a learning deficit of between one and two months in  Family Support Services: Comprehensive the two subjects.”10 Ultimately, the researchers services to promote smooth transitions. hypothesized that the learning differentials could be attributed to generally lower levels of teacher Despite the benefits associated with PreK-3 preparation in pre-primary schools, as well as less alignment, implementing the framework requires high levels of administrative oversight and strong leadership. Ensuring both horizontal and vertical alignment throughout a district can also be both [2] “Table 216.80: Public Secondary Schools, by Grade Span, Average School Enrollment, and State or Jurisdiction: 2014-15.” National Center for Education Statistics, 2015. https://nces.ed.gov/programs/digest/d16/tables/dt16_216.80.asp?current=yes 6 Burkam, D.T., D.L. Michaels, and V.E. Lee. “School Grade Span and Kindergarten 11 Ibid. Learning.” The Elementary School Journal, 107:3, January 2007. 12 [1] “PreK-3rd Annual Report: Year One: 2011-2012.” San Francisco Unified School http://www.academia.edu/6657104/School_Grade_Span_and_Kindergarten_Lear District, December 2012. p.6. http://www.sfusd.edu/en/assets/sfusd- ning staff/programs/files/Early%20Education/PreK-3rd%20Report%20Year%20One_7-18- 7 Berlinkski, S., S. Galiani, and P. Gertler. “The Effect of Pre-Primary on Primary School 13.pdf [2] Reynolds, A., K. Magnuson, and S. Ou. “PK-3 Education: Programs and Performance.” Institute for Fiscal Studies, February 2006. Practices that Work in Children’s First Decade.” Foundation for Child Development, http://discovery.ucl.ac.uk/2695/1/2695.pdf January 2006. p. 5. https://fcd-us.org/sites/default/files/ProgramsandPractices.pdf 8 Burkam, Michaels, and Lee, Op. cit., p.300. 13 “PreK-3rd Annual Report: Year One: 2011-2012,” Op. cit., p. 6. 9 Ibid., p. 297. 14 Reynolds, Magnuson, and Ou., Op. cit., p. 5. 10 Ibid., p. 301. 15 Bullet points quoted verbatim from: Reynolds, Magnuson, and Ou., Op. cit., p. 7. time-consuming and cost-intensive. District leaders academies are defined as self-contained learning must actively promote realignment efforts and communities designed to meet the specific needs of schedule time for dedicated training, encourage those students. A ninth grade academy can be teacher collaboration across grade levels and housed as a separate space (e.g., hallway or wing) schools, and allocate funds to support the initiative.16 within a school or can be housed in its own building.21 Intermediate Schools Intermediate schools typically serve students in Ninth grade academies are characterized Grades 5 and 6 at a separate campus. These by: campuses aim to isolate late elementary and early . A school administrator or administrative team students, who experts argue typically dedicated to the ninth grade academy; require additional supports.17 Intermediate schools, in Faculty dedicated to the academy; and theory, can allow teachers to become subject-area . experts and provide resources dedicated to the . Interdisciplinary teams of Grade 9 teachers. unique social and emotional needs of students in Few large research studies have compared ninth these grades.18 grade academies to traditional high schools, and the However, recent empirical studies find that academies in these studies often operate as schools- intermediate school (Grades 5 and 6 only) do not within-schools and provide additional programs or benefit students, and that students in the early middle supports for students. Therefore, most of the research grades demonstrate higher achievement in on these academies has sought to investigate elementary schools with more grade spans than whether the combination of smaller learning students in intermediate or single-grade schools. 19 communities and additional student supports can Notably, the research that addresses intermediate increase outcomes for Grade 9 students, rather than schools typically compares student achievement in 5- examining the effects of grade span configuration 6 schools with their peers in K-5 or K-6 schools, itself. Overall, some studies have found positive suggesting that intermediate models are more often outcomes such as decreased dropout rates22 and associated with elementary school settings than with improved academic achievement for participants,23 middle school settings. while other studies have found no difference in academic or behavioral outcomes for academy students compared to those in traditional high Students in the early middle grades demonstrate schools.24 higher achievement in elementary schools with more grade spans than students in intermediate or Ninth grade academies are intended to address a single-grade schools. number of challenges associated with entering high school by fostering a positive, supportive environment

and close community.25 Plus, proponents of ninth Ninth Grade Academies grade academies note that ninth grade academies Dedicated academies for Grade 9 students emerged may provide additional academic and social in the early 2000’s to ease students’ transition to high supports, such as tutoring, mentoring, counseling, and school and improve academic achievement.20 These social services.26

16 Valentino, R. and D.J. Stipek. “PreK-3 Alignment in California’s Education System: Department of Education, March 2011. p. 4. Obstacles and Opportunities.” Policy Analysis for California Education, May 2016. https://www2.ed.gov/programs/slcp/ninthgradecounts/ninthgradestudy2011.pdf Pp. 5-6. 21 Legters, N. et al. “Implementing Ninth Grade Academies in Broward County, https://edpolicyinca.org/sites/default/files/May%202016%20Valentino%20Stipek.pd Florida.” MDRC, June 2013. p. ES-2. http://files.eric.ed.gov/fulltext/ED545472.pdf f 22 [1] Cook, C., H. Fowler, and T. Harris. “Ninth Grade Academies Easing the 17 Coyl, D.D. “Kids Really Are Different These Days.” Phi Delta Kappan, February Transition to High School.” Public Schools of North Carolina, October 2008. 2009. p.407. http://www.dpi.state.nc.us/docs/intern-research/reports/9thgradeacademies.pdf http://www.pdkmembers.org/members_online/publications/Archive/pdf/k0902co [2] Osler, J.E. and C. Waden. “Using Innovative Technical Solutions as an y.pdf Intervention for At Risk Students: A Meta-Cognitive Statistical Analysis to Determine 18 Combs, J.P. et al. “Academic Achievement for Fifth-Grade Students in the Impact of Ninth Grade Freshman Academies, Centers, and Center Models Elementary and Intermediate School Settings: Grade Span Configurations.” Upon Minority Student Retention and Achievement.” Journal on School Current Issues in Education, 14:1, March 2011. p.6. Accessed via EBSCOHost. Educational Technology, 8:2, November 2012. Accessed via EBSCOhost 19 [1] Fiaschette, C.F. and J.R. Slate. “Differences in Student Achievement by Grade 23 Styron, R.A. and E.J. Peasant. “Improving Student Achievement: Can 9th Grade Span Configuration for Students Who Were Economically Disadvantaged.” Journal Academies Make a Difference.” International Journal of Education Policy & of Education Research, 8:4, October 2014. Accessed via EBSCOHost. [2] Johnson, Leadership, 5:3, May 7, 2010. D. et al. “The Relationship Between Grade Configuration and Standardized http://journals.sfu.ca/ijepl/index.php/ijepl/article/viewFile/179/88 Test Scores of Fifth-Grade Students: What School Administrators Should 24 [1] Cook, Fowler, and Harris, Op. cit. [2] Somers, M.A., I. Garcia, and J. Quint. Know.” Journal of At-Risk Issues, 17:2, July 2012. Accessed via EBSCOHost. [3] “Helping Students Make the Transition Into High School - The Effect of Ninth Grade Combs et al., Op. cit. Academies on Students’ Academic and Behavioral Outcomes.” MDRC, June 2016. 20 [1] Adams, C. “Ninth Grade Academies Explored in New Report.” Education http://www.mdrc.org/sites/default/files/Helping_Students_Make_the_Transition_int Week, July 1, 2013. o_High_School_FR.pdf http://blogs.edweek.org/edweek/college_bound/2013/07/ninth_grade_academi 25 Reents, J. “Isolating 9th Graders.” School Superintendents Association. es_explored_in_new_report.html [2] Warren, C. et al. “Final Report on the Study of http://aasa.org/SchoolAdministratorArticle.aspx?id=10402 Promising Ninth Grade Transition Strategies: A Study of Six High Schools.” U.S. 26 Legters et al., Op. cit., p. 4. However, successful implementation of the ninth reconfigurations for the early grades. The profiles are grade academy model is often challenging for based on interviews with the superintendent of each schools. For instance, three implementation studies of district. ninth grade academies found that half or fewer schools achieved “full implementation” of the Anonymous 1 model.27 In addition, the ninth grade academy model The Superintendent of Schools at Anonymous School often requires a significant resource investment. District 1 describes the district’s most recent Beyond a financial investment, schools must also configuration of moving from a K-5 school to a K-1/2- invest time and resources in providing additional 5 configuration, as well as an earlier reconfiguration in training and professional development for teachers which the district moved from a K-3/4-6/7-9/10-12 and staff and providing adequate common planning configuration to a K-2/3-5/6-8/9-12 configuration. time for Grade 9 teachers. 28 Drivers to Reconfiguration School Transitions The Superintendent lists two primary triggers to the More schools with fewer grade span configurations district-wide reconfiguration. First, the New England creates more school transitions, which research Association of Schools and Colleges (NEASC) had shows can harm student academic and social- notified his district that upon the next accreditation emotional outcomes. Researchers generally find that cycle, they would not accredit a three-year high a higher number of school transitions may result in school. In building a new four-year high school to decreased student achievement and “affect meet accreditation requirements and moving to a 9- instructional continuity and communication across 12 configuration, all other grade levels had to shift as grades.”29 Specifically, multiple studies associate well. Once reconfiguration was necessary due to the school transitions with: building of the new high school, the district chose to organize schools in a way that aligned with the  Decreased academic achievement.30 state’s updated, grade-aligned testing system.  An increase in negative student behavior, including an increase in bullying, disciplinary Impact of Reconfiguration infractions, and suspension and expulsion Separating out the primary grades from the rest of rates.31 elementary, the Superintendent suggests, has its advantages as well as its disadvantages. He  Fewer positive student-teacher relationships.32 explained that “Sometimes…it’s a good thing because they focus on primary skills,” and that the Case Profiles school can focus on “making [students] love school, so they become lifetime learners.” The following two case profiles describe the experiences of two anonymous school districts in New The Superintendent observes, however, that when England who recently underwent grade students transition to another school, student achievement will “take a hit.” He attributes this to young students lacking the exposure of older learners, 27 [1] Legters et al., Op. cit. [2] Somers, Garcia, and Quint, Op. cit. [3] Warren et al., Op. cit. as well as a lack of teacher collaboration between 28 [1] Warren et al., Op. cit., pp. 1-4. [2] Legters et al., Op. cit., pp. 19, 34, 75. the two levels to discuss students and set appropriate 29 Burkam, Michaels, and Lee, Op. cit., p. 290. http://www.academia.edu/6657104/School_Grade_Span_and_Kindergarten_Lear expectations. The Superintendent explains that ning oftentimes, “An academic expectation is not ever 30 [1] Schwartz, A.E. et al. “The Path Not Taken: How Does School Organization Affect Eighth-Grade Achievement?” Educational Evaluation and Policy Analysis, stated and they stay in this primary world of play… 33:3, September 2011. Accessed via SagePub. [2] Kieffer, M. “Development of everything is so wonderful and the expectation level Reading and Mathematics Skills in Early Adolescence: Do K-8 Public Schools Make a Difference?” Journal of Research on Educational Effectiveness, 6:4, October really is ‘I have no idea what a third grader learns or 2013. Accessed via EBSCOhost. [3] Schwerdt, G. and M.R. West. “The Impact of what a fourth grader learns, because I do [not] Alternative Grade Configurations on Student Outcomes through Middle and High School.” Journal of Public Economics. July 15, 2011. associate myself with those people.’” https://dash.harvard.edu/bitstream/handle/1/8139254/GradeConfiguration_JPubE c_FINAL.pdf?sequence=3 31 [1] Schwartz, A.E., L. Stiefel, and M.W. Rothbart. “Do Top Dogs Rule in Middle As a result, young children remain in a play mindset School? Evidence on Bullying, Safety, and Belonging.” American Educational for too long and are ill-equipped to transition into Research Journal, 53:5, 2016. Accessed via SagePub. [2] Cook, P.J. et al. “The Negative Impacts of Starting Middle School in Sixth academics. The Superintendent observed that when Grade.” Journal of Policy Analysis and Management, 27:1, December 1, 2008. early grades teachers did not know what was http://conium.org/~maccoun/CookMacCounMuschkinVigdor2008.pdf [3] Hough, D.L. “Findings from the First & Only National Data Base on Elemiddle & Middle expected of students in older elementary grades, it Schools (Executive Summary).” Middle Grades Research Journal, 4:3, January 1, was hard to prepare students appropriately, leading 2009. Accessed via EBSCOhost. [4] Arcia, E. “A Comparison of Elementary/K-8 and Middle Schools’ Suspension Rates.” Urban Education, 42:5, September 2007. to “shock” and a dip in student achievement. While Accessed via SagePub. 32 Hong, K., R. Zimmer, and J. Engberg. “How Does Grade Configuration Impact measures can be taken to preempt the issues caused Student Achievement? Evaluating the Effectiveness of K-8 Schools.” Vanderbilt by school transitions, the Superintendent avows that . https://peabody.vanderbilt.edu/docs/pdf/faculty/zimmer- Grade_Configuration_Paper_AEJ_Policy_Submission_version.pdf “the less transition, the better,” and advocates for a Challenges to Reconfiguration K-5 school when possible. The superintendents of both anonymous districts noted that their districts faced both logistical and Anonymous School District 2 cultural challenges when reconfiguring grade levels. The Superintendent of Schools at Anonymous School In their interviews, they identified the following District 2 describes a recent reconfiguration involving challenges: moving all PreK programs into the same building. Logistical Challenges Cultural Challenges Drivers to Reconfiguration The Superintendent highlights the practical needs of • Transportation and • Breaking Up School budget and space as the drivers of his district’s Access ‘Families’ decision to reconfigure the elementary schools. In • Building and Moving • Parent Pushback addition to an overall district “[focus] on saving • Staff Redistribution • Loss of Parent Support • Parent Traffic • Competition Between money,” he describes the of the town Programs leading to an imbalance in school density. The district needed to create space in one elementary school, and there was space in the other elementary school. However, the superintendents also identified the following critical success factors for reconfiguring Impact of Reconfiguration grade levels: The district deems their reconfiguration a great success. While unable to attribute a recent trend of improving reading scores directly to the new school configuration, the Superintendent notes that it may have been a contributing factor. One reason for this, Planning Communication Collaboration he explains, is the collaboration between PreK teachers and the Kindergarten teachers. He notes:

“The collaboration between the Pre-K teachers and the Kindergarten teachers has been really good. They are pretty much right next door to each other, so the Kindergarten teachers can talk to the Pre- K teachers in terms what they are seeing [that is] missing in the Kindergarteners in terms of standards that may not be getting hit.”

Additionally, the Superintendent highlights the benefits of concentrating all PreK into one school for professional development and assessment. He explains that “Just having all of [the teachers] in one spot, we can do more for concentrated professional development, so I do not need to bring a trainer over to the other elementary school.” When administrators come to observe classroom instruction, he notes, “they can go into one hallway of one building... [and] see how coherent the program is being offered, and what level of fidelity is being accomplished.”

Lastly, the Superintendent reports that teacher satisfaction at the elementary school is high, and the district has not received any complaints from parents affected by the reconfiguration.