Headmaster's Notes

The Culture of Independent Schools

2012-02-18T00:00:00.002-08:00

In how many industries could you call up a peer in another city and ask, "Would you mind if I stopped by for several hours to tour your facility and take up hours of your key employees' time while you share many of your trade secrets - all for the expressed purpose of improving our own company?" There are probably not very many, with the notable exception of independent schools.

Each year, in the spirit of continuous improvement, we take a trip with several teachers, administrators and trustees to visit a peer school around the country. We have been as far west as California and have visited K-12, K-6, K-8, single gender, secular and coeducational schools such as Greenwich Country Day School (CT), Shore Country Day School (MA), Randolph School (AL), Town School (NYC) and Lake Forest Country Day School (IL), to name a few. As a school, we also tend to reciprocate regularly and have hosted schools from all over the country at different times of the year.

Recently, as a part of our technology initiative we issued a similar invitation (for ourselves) to Presbyterian Day School and St. Mary's Episcopal School, both in Memphis, and both of whom could not have been more gracious. At PDS, a prek-6 boys school, we enjoyed watching the use of the iPads and the one-to-one laptop program in 4th through 6th grades. At St. Mary's, a prek-12 girls school, I loved talking robotics with a science teacher and watching a 3-year-old utilize the vowel app on an iPod Touch. The visit was both incredibly informative, but also very affirming as we shared common successes and in some cases, common frustrations. It was very clear that a talented and dedicated faculty is the most important thing we have in common.

As we are looking forward to the building of our new middle school and fine arts center at the end of the year we have gone from the more global planning to the more subtle nuances such as lockers, floors and fixtures. Consequently we spent a morning last week visiting another peer school locally who has just built a new high school. We discussed benefits and disadvantages of such mundane, but crucial details as hallway width, the size of lockers, flooring options, lighting alternatives and much more.

It's important to pause and realize that as competitive as our independent schools can often be, when it comes to the best interests of our students, we seem to be able to maintain great perspective.

The Well-Rounded Student

2012-02-12T12:06:00.000-08:00

Each morning when I run morning hook-up it's always affirming to see kindergarten students run out of the car, eager to learn and explore, and to try new things. If you stopped any one of those students or their slightly older counter parts and asked them, "are you an artist? are you an athlete? are you a mathematician?' I would wager that the answer would be, simply, "Yes." I think most of us would agree that lower schoolers should see themselves in this way and most of us would agree that having all of these experiences is vitally important. At what point, then, does it seem that students tend to specialize in any one of those areas? It used to be high school, but I would argue that more and more it's becoming middle school, and I can't help but bemoan this fact.

In far too many schools the arts and athletic offerings are being reduced or eliminated or they are becoming electives. Giving an 11-year old the opportunity to choose between chorus and study hall may lead to his never having an experience in music. Further, many schools force kids to choose between, let's say, theater and football. Is there really no way that a good school can handle the logistics of a young person being able to do both? It seems to me like ten or eleven is a little premature to chart one's course.

I think of one Harding graduate who is now a high school sophomore. In 6th grade he had the opportunity to participate, in a small way, in the middle school musical while playing football, without having to decide on one or the other. By 8th grade he was the lead in the spring musical while starting on the lacrosse team. It wasn't easy, but he had the opportunity to excel and participate in both. In high school he had one of the leads in the fall theater production before playing the ice hockey and lacrosse seasons. Had he been forced by the school to decide between sports and theater I'm not sure he would have ever had the experience.

Recently, we received the exciting news that eight Harding students won awards in the Scholastic Art Competition. Looking at the list, it is so affirming to note the well-roundedness of the group. The group was evenly split among boys and girls. Of the winners, one is an HVAC champion wrestler, one an all-GNAC conference point guard, several play soccer and lacrosse, four are also in the band, one is a significant equestrian, several have been in theater productions and one is a Vanderbilt bat boy (http://omaha.com/article/20110623/CWS/706239747). This, in my mind, is what middle school (and high school, for that matter) should be about - the ability to try, and excel, in many different interests - art, music, athletics - without the pressure to focus on one, or choose one to the exclusion of another.

'Tis the Season

2012-01-23T05:06:00.001-08:00

It’s that time of year again – admissions season. I have to say that I am one of the few independent school administrators that I know who truly enjoys the admissions process. I enjoy it foremost because we get to meet terrific new and really interesting families who will bring their enthusiasm and passion to school life. I also love the opportunity to show off a great school, of which I am incredibly proud.

I really enjoy admissions when families take their time to truly investigate our school and engage in a thoughtful period of reflection to discover a fit at Harding. Seeing that ‘click’ is incredibly rewarding. Occasionally, I hear the process compared to sorority rush and I immediately cringe. My greatest hope that families find that it’s nothing of the sort. Instead of feeling that they are being ‘sold’ on a school I hope that parents feel as though Harding is trying to truly get to know them and provide them all of the information they need to make a thoughtful decision.

We also learn a great deal from prospective parents. For example, when I asked one family what appealed to them about Harding they explained that they loved the idea that at our school we were being evaluated, essentially, by all of our peer high schools when our graduates go through the process after 8^th grade, and that seems to make us more thoughtful and intentional. I thought that was a great sentiment and hadn’t really thought about it in that way before, but have found it to be true.

There are few questions from parents that stump me any more, but there are certainly a few for which I have never really found a great answer. For example, when someone says, “How would you compare yourself with school X?” I talk about the logistical differences between our schools – secular, single sex, different grade configurations, etc. but I always feel like it’s up to a family to answer that question through their own school-visit exploration. We have great peer schools in Nashville and I don’t ever want to seem as though I am disparaging another school with my answer.

Another question that is always tough for me is, “How would you describe Harding in one or two words?” I always wonder if perhaps the person is in a hurry or has a fairly short attention span - why else would it need to be one or two words? I always seem to make up a heavily hyphenated word like nurturinglyintentionallyrigorouslycommunity-oriented. In my mind, if I could describe the school that you will partner with for the next nine years - in arguably the most significant developmental time of your child’s life - in one or two words, you probably wouldn’t want to choose it.

In the end, though, it comes down to the right fit. The right fit for families is important, of course, but the key is to focus on the right fit for the child. Admitting a child, though they may likely struggle, because a family is wonderful or connected is always a recipe for disaster. When a school focuses on the child first, whether in planning curriculum, hiring, creating policy or making decisions in admissions, it can’t go wrong.

Traditional Texts?

2012-01-12T05:07:00.000-08:00

Most schools today, despite all of the potential technological enhancements and research that has been done over the last century, look very much like schools did fifty years ago. Students are generally homogeneously grouped and take math, science, history, English and a foreign language, in addition to some electives. When it comes to their textbooks, they tend to lug around a 50-chapter history text, despite the fact that they could not possibly be engaged in all 50 chapters at once, and they have paid roughly $70 for the privilege. Additionally, with the rate of change and pace of history, the same textbook was inaccurate as soon as they received it. For middle schoolers, and bright middle schoolers, in particular, they tend to use high school texts, as textbooks written for middle school students nationally would be well beneath their interest or capabilities.

When it comes to helping a student to understand a concept independently of class time, the text often contains strategies such as having sample problems, having the answers to the odd problems in the back of the book or highlighting key vocabulary words in bold. These are not advanced concepts for understanding, especially when we generally ask students not to interact with their text by writing in it as they will likely be turning it in at the end of the year.

Having looked at hundreds of online texts over the past several years we piloted a couple of them this year. The advantages are many--the texts do not need to constantly be carried with students, there are ancillary and engaging activities that students can use, students can take notes with an electronic 'sticky note' as they engage with the text, and many others. In one math text, for example, after each concept there are practice quizzes for students to access online to measure their understanding and if they are struggling, instead or reading the same sample problems they originally used, they click on a link that shows a brief Khan Academy clip where Salman Khan explains the concept first-hand.

The challenges we found in implementation were due to every family having different computer set-ups and internet connections and that there were times when students needed the text, but could not access the internet--at a weekend swim meet or on a bus ride, for example. Consequently, we provided areas online where chapters could be downloaded one at a time, if necessary.

To navigate the technological issues we are looking at a one-to-one laptop program for the coming year, at least for our middle school students. Closing this digital divide would allow all students to keep one laptop, with the same platform, with all of their texts. Further, with the successful implementation of GoogleDocs over this past year, students would have all of their materials with them, all of the time.

For this to work we will need to be able to successfully utilize the online texts. Far too many high school students report that while they have a required laptop, they still have all of the same texts they always had, but now they have one thing more. I think we would all agree that our students have enough happening in their lives and that the role of technology should be to facilitate learning, engage students, provide the most accurate and up-to date materials and to solve some of the challenges inherent in using traditional textbooks.

How are you spending your vacation?

2011-12-24T07:50:00.000-08:00

During any school vacation when the weather leaves something to be desired and cabin fever is setting in, it’s always helpful to have some ideas for activities for kids to help keep them engaged. So here are some suggestions for school vacation activities, starting with the most obvious.

1. The Frist Museum – with free admission for kids and a wide array of exhibits, this is always a fan-favorite. Upstairs is the art center where students can draw, create, color and even make short movies. http://fristcenter.org

2. Cheekwood Botanical Garden and Museum of Art – Cheekwood is always beautifully decorated during the holidays and the current exhibit, Visions of the American West – Masterworks from the Buffalo Bill Historical Center is especially fun for children. http://www.cheekwood.org

3. Lane Motor Museum – one of the lesser-known museums and with a low admission price, this is a terrific opportunity to see the largest collection of European vehicles in the United States. The building itself – the former home of the Sunbeam factory is also a draw. http://lanemotormuseum.org

4. Nashville Public Library, Church Street Location – with it’s Art Gallery and great story time events, the 300,000 square foot library has been beautifully redone and is a great place to spend a rainy day. http://www.library.nashville.org/artgallery/art_libraryartarchitecture.asp

5. Nashville Humane Association – this is a great opportunity to visit the dogs and cats in a clean and organized facility and make someone’s day by taking them for a walk, as long as you don’t come home with an unplanned guest. www.nashvillehumane.org

6. Radnor Lake – this convenient and picturesque setting is a great way to get outside and the 3-mile loop around the lake is the perfect length for a family stroll. http://www.radnorlake.org

7. Nashville Zoo at Grassmere – in addition to the opportunity to see all of the exotic animals there are a number of educational talks several times a day. http://www.nashvillezoo.org

What are some of the ways you are spending your vacation?

21st Century Schools

2010-10-17T09:08:00.000-07:00

What do our students need to prepare them for the 21^st Century? This is a question that has been a very hot topic of discussion in independent schools and the essential question that we will wrestle with as a faculty and staff this year.

For many people, this question would lead to a focus on the many ways that technology is affecting our lives, and the rapidly increasing competencies that have arisen in so many different fields. Educators, too, are trying to navigate the uncharted waters of social media or the educational possibilities afforded by these amazing new advances. What makes it a challenge for many of us, of course, is our own experience as a generation that actually waited on bank lines before ATMs, watched a vinyl record go around and around, and thought that Pong was the ultimate in video gaming until, of course, Space Invaders came along with its incredible graphics.

One of the challenges, of course, is that there is no definite opinion of the long-term effects of technology. This is uncharted water, essentially. Citing the work of different researchers, some believe, such as Marc Prensky in Digital Natives, Digital Immigrants, that “it is very likely that our students’ brains have physically changed—that they and are different from ours as a result of how they grew up. But whether this is literally true, we can say with certainty that their thinking patterns have changed.” If this is true it certainly has wide-ranging implications for the 21^st Century teacher to try and navigate the best methods by which to teach to these new ‘thinking patterns.’

While this may seem a daunting task, when we really drill down into core competencies we may discover that the skills that students need may not be as revolutionary as we may think. Regardless of the technology, or new and innovative tools, students will need to be critical thinkers, be creative, and be able to navigate problems. Interpersonal skills, too, will be essential (at least for the foreseeable future).

Unfortunately, despite the great advances in technology (or perhaps because of it), there may be signs that Americans may be digressing in a number of these areas. In the Newsweek article, The Creativity Crisis[1], the authors cite compelling research that since 1990, creativity in American school children is sliding at a disturbing rate due, in part, to “standardized curriculum, rote memorization, and nationalized testing.”

Fortunately, none of these three aspects characterize a Harding experience. On the contrary, for students for whom art and music is a requirement and for teachers for whom collaboration and professional development is the expectation, we are likely bucking a trend. Consequently, in our trying to answer the question, ‘what do our students need to prepare them for the 21^st Century?’ we may find that we are closer to the answer than we think.

Thus, at Harding, the coming year promises to be one that will embrace the 21st Century as we roll out new programs such as our Cooperative Teaching program, complete the installation of interactive white boards in each classroom, enhanced laptop carts for every grade level, provide opportunities for middle school students to go abroad, and a partner with Vanderbilt University on student research and teaching gifted children, as well as the continued investigation of many other initiatives.

[1] Bronson, Po and Merryman, Ashley, Newsweek, July 10, 2010

Predicting the Future

2009-10-15T09:05:00.000-07:00

It has always been difficult to be predictive about the necessary skills and talents that students will need when they leave school. Just ask any one of my generation that was subjected to the requisite computer class involving Tandy Radio Shack computers, daisy wheel printers, and the art of DOS programming. Unfortunately, this is a skill that I have yet to take full advantage of, despite my mastery. In this age of globalization and incredibly fast-paced advances in technology, it has never been more challenging to predict where our children will be in ten years, or what skills they will need. One thing is for certain, though, we are facing greater and greater competition from abroad and if we are not careful, we will, as a country, fall farther behind.

It is, indeed, a different world than the one we grew up in. As author Jerry Larsen points out, the world in which our students will enter will be one in which the top 10 in-demand jobs were not even created when they were born. In terms of competition, the top students in China and India will outnumber all students in North America. Further, one week of the New York Times will contain more information than the average eighteenth century citizen was exposed to in their lifetime. In short order, the number one English speaking country in the world will be China.[i] The increase in global competition, the access to technology, and the rapid pace of change, all make our ability to be predictive that much more challenging, but that much more important. One thing that is for certain is that the key to our success lies in our educational policies, but the forecast, there, is challenging as well.

As Patrick Callahan, president of the National Center for Public Policy and Higher Education, said, “The strength of America is in the population that’s closest to retirement, while the strength of many countries against which we compare ourselves is in their younger population.” Our local trends are certainly as troubling as the national trends appear to be, if not worse. One international assessment measured the performance of fifteen-year-olds in 41 countries and the United States placed twenty-fourth for math literacy. In 2007, thirty-three percent of high school students in California failed to graduate in a state that produced Silicon Valley[ii].

It is no surprise that I believe that the solution lies in the increased investment and reform in education and fortunately, the outlook for our students is bright. This past year, for example, the seventh graders that qualified to take the SATs or ACTs placed well above the average for high school seniors, more than half of the graduating class received national recognition in their foreign language, 80 percent of our students scored at the seventh stanine or above on all sections of their ERBs (Educational Records Bureau) and the average Harding student was reading four grade levels above average.

These are positive benchmarks, but there are so many intangibles that are harder to quantify that involve leadership, citizenship, and character and according to our area high schools, our alumni are thriving in those areas as well. They report that our students are immersed in student government, athletics, and the arts, in addition to their academic lives.

While we will not be able to precisely predict the future for these young people, we will make some assumptions. The study of a foreign language, for example, has never been more important, and a mathematical mind will certainly lead to more and more opportunities in emerging fields. Whether a person blogs, emails, or tweets, they will certainly need the ability to write creatively and thoughtfully and be able to think critically. And in all areas, the United States will always need graduates with leadership and interpersonal communication skills. As educators, the constant review and assessment of what we teach, and how, and what skills our students will leave us with, will be our charge.

Who knows, maybe we’ll have an alum discover the next DOS program.

[i] Larsen, Jerry, Transformational Leadership, Independent School Magazine, Spring 2009

[ii] Kao, John, Innovation Nation, Free Press, New York, 2007.

Savage Inequalities

2009-02-10T09:04:00.000-08:00

Is fairness less important to Americans today than in some earlier times? Is it viewed as slightly tiresome and incompatible with hard-nosed values? What do Americans believe about equality?

Jonathan Kozol asks the above questions of the reader in his book, Savage Inequalities, Children in America's Schools. In the book, Kozol discusses the terrible conditions that exist in many of the nation's public schools. He examines schools in St. Louis, Chicago, New York, Camden, and San Antonio and describes the conditions of these schools, which include terribly inadequate materials, outdated textbooks, underpaid teachers, high drop-out rates, and dangerous conditions.

As I read the book, one of the questions that came to my mind was: ‘Do we, as members of an independent school community, have a responsibility to improve the conditions about which Kozol writes?’ The answer, in my mind, is: 'Yes.' But this answer then raises another question: 'What can we do to act on this responsibility?' One of the obvious responses is: ‘Community service.’

The continual involvement by the middle school with several less-fortunate Nashville schools is the best example of Harding student-involvement in community service. Another way is when the school rallies around Second Harvest and the food drive. This opportunity is a chance for the entire Harding community to demonstrate its emphasis on service. In fact, every grade level now has at least one dedicated service project to which they are committed. The continued commitment to, and growth of, the service program is a positive step.

These examples, however, are only one way where students are going to make a true impact on social change in schools, or anywhere else for that matter. It's also the way they behave when they set out into the world beyond Harding—when they have more power to effect change—that's going to be important. We have to ask ourselves: 'Are we helping to mold the kind of people that are going to, in turn, make a difference?' There is little question in my mind that these same students, knowing their character as I do, are going to be the ones to effect change on a broader scale.

The curriculum, to be sure, gives our students motivation, and their experience in the community service program teaches them about empathy. They have parents and siblings that model community involvement and they have teachers that show their own bias toward helping the larger community. I have to think that what we do at home and at school is only one piece. We teach excellent lessons about civic duties, and our responsibilities, but more importantly, we must continue to demonstrate our involvement with action. Otherwise students are quick to see the hypocrisy.

It's hard to believe that there are students who go to schools like Martin Luther King Junior High School in St. Louis. The school was evacuated after sewage overflowed into the school in the same week as the school system announced 280 teacher layoffs. In reference to the irony of the school’s name, one student tells the author, "All that stuff about 'the dream' means nothing to the kids I know in East St. Louis. So far as they're concerned, he died in vain…Don't tell students in that school about 'the dream.'"

It was interesting to think about this child’s experience, as so different from ours, as I traveled through Nashville recently to an afternoon meeting. On the highway at 60 miles an hour or in an airplane, it's almost impossible to discern the haves and have-nots about which Kozol writes. But when you slow down and take a closer look, the full measure of those differences are apparent.

We spend a lot of time teaching our students about 'the dream,' but also that they are living part of 'the dream,' and that they have a responsibility toward fulfilling Dr. King's vision for others as well. The change will not come easily and will not come quickly and I hope that we are giving our

The World is Flat

2008-02-22T09:03:00.000-08:00

Several years ago, New York Times columnist Thomas L. Friedman wrote a bestseller called, The World is Flat: A Brief History of the Twenty-First Century. In The World is Flat, Friedman chronicles the changes brought about by globalization and the implications for the United States. He argues that this ‘flattening of the world’ began at the start of the 21^st century and was brought about by a series of events and the increases in technology and communication. He discusses the implications of China and India, for example, becoming emerging powers in the global supply chain and the emerging consequences for the United States of such competition. He also cites some of the factors that are leading the U.S. into a less desirable position and what the United States needs to do to essentially wake up from its complacency.

He cites cultural issues as the source of our challenges and chronicles, often anecdotally, the affect of the American worker (and student). In one section he interviews a highly successful IT system designer about his observations. The designer states, “I taught at a local university. It was disheartening to see the poor work ethic of many of my students. Of the students I taught over the six semesters I’d only consider hiring two of them. The rest lacked the creativity, problem solving abilities and passion for learning.” After a breakfast with P.V. Kannan, the CEO of 24/7 Customer, he cites him as saying, “Is America prepared (for the flat world)? It is not…You’ve gotten a little contented and a little slow, and the people who came into the field with (the triple convergence) are really hungry. Immigrants are always hungry-and they don’t have a backup plan.”

Friedman argues that the “ideal country in a flat world is one with no natural resources, because countries with no natural resources tend to dig inside themselves. They try to tap the energy, entrepreneurship, creativity, and intelligence of their own people-men and women-rather than drill an oil well.”

Many adults would argue that the cultural values that we often see portrayed by young people can leave something to be desired. Many of us would argue that the peer culture, media and current role modeling may have something to do with that. In discussing the inherent cultural values in different countries in the ‘flat world’ Friedman makes the observation that, “In China today, Bill Gates is Britney Spears. In America today Britney Spears is Britney Spears-and that is our problem.”

Where, then, does all of this leave us and what are the steps that the U.S, should undertake in order to be competitive? Friedman defines five action steps: leadership, muscle building, cushioning, social activism, and parenting.

In terms of leadership we need to be sure that people are aware of the world in which they live, and what they need to do in order to be successful. We also need, he argues, “politicians who are willing to both explain and inspire.” Leadership also has to do with empowering individuality and the ability to be extraordinary. The muscle building that he describes has more to do with workers needing portable benefits and opportunities for lifelong learning in order to enable them, and the American workforce, to be both flexible and mobile. Cushioning is a compassionate approach to security for workers in the form of programs such as social security and affordable health insurance. Social conscience has more to do with the moral conscience of corporations and the need to be aware of more progressive steps that allow companies to be “more profitable and the flat earth more livable.” It also has to do with the decisions that all of us make as consumers and the values that those decisions suggest.

Much of what Friedman discusses regarding parenting also has ramifications for educators as well. He warns that young people need to be made aware of the world in which they are living and that they benefit by challenging situations as much as they may suffer from entitlement and overprotection. Friedman writes “There comes a time when you’ve got to put away the Game Boys, turn off the television set, put away the iPod, and get your kids down to work.” He further writes “Education, whether it comes from parents or schools, has to be about more than just cognitive skills. It also has to include character building. The fact is, parents and schools and cultures can and do shape people.”

Friedman cites several aspects of reform needed to allow the U.S. to survive in a flat world. Key to this is the notion that in order to be successful we have to have the greatest number of people with the best legal and institutional framework within which to innovate, start companies and become attractive international business partners. One of the keys to success is less about natural resources and geography and more to do with cultural attributes such as hard work, thrift, honesty, patience and tenacity. Openness is also critical in order for one to learn from other people with varying points of view.

What ramifications might his views about parenting and education have on the way we teach our children? Certainly we want a rigorous curriculum and demanding academics, but it’s clear that a culture that will have students out of their comfort zone and thinking creatively and openly also holds a significant place in our school. The ability to have contact with other cultures, as is the case with the international exchanges, also speaks to Friedman’s point of experiencing a less-insular world. The necessity for an old-fashioned work ethic and an emphasis on community service also serves our students well. Slightly counter cultural ideas such as banning electronics on school trips in the interest of having students interact with one another, also support this philosophy.

In the end Friedman raises the point, and we would probably agree, that it’s raising students who have a solid academic foundation, a work ethic, are of solid character and are able to think creatively and openly that will enable them to be successful in school, and beyond.

Connect

2007-10-21T09:07:00.000-07:00

Dr. Ned Hallowell is a noted child psychologist and author of many books including, Connect. The book discusses the need for people, students and adults alike, to have vital connections in their lives. Though the book weaves its way between its application to adults and adolescents; there is much to be learned for both parties, and certainly for schools.

This idea of connection is defined by Hallowell as "feeling a part of something larger than yourself, feeling close to another person or group, feeling welcomed or understood-with contacts."

In a study completed by Dr. Hallowell, he looks at American adolescents and time and time again the theme of connection became obvious. He states, "From the huge amount of data, one factor emerged as the most telling: connectedness. Those students who did well had it, while those who didn't lacked it." He also found that the connected students "were the least depressed, had the highest self-esteem, felt most comfortable with their families, were the most positive about their education, and had the highest grade point averages."

The two most important sources for connection among the adolescents in Hallowell's study were, not surprisingly, family connections and school connections. There was no formula for these connections, however, as the feeling of connection varied from different family configurations to every sort of school. He states, "No one kind of school was best. All that mattered was that the student felt connected."

At Harding Academy, as with many schools, efforts are made in many ways to provide the opportunity for students to connect. Required interscholastic athletics, for example, is less about wins and losses than it is about the experience a student has throughout the season with teammates and coaches. Connections with one's art, theater, music and computer teachers, and classmates are fostered and nurtured through curriculum and personal interaction. We hope the House System will also become an important and necessary part of our program as well. Community service provides connections to the larger community and allow students to connect with teachers and each other in a different way than they would in the classroom.

There is no blue print for getting adolescents to feel this sense of connection, but a culture can be created where it's difficult for a student not to find a way to achieve the contact Dr. Hallowell writes about, and this is certainly our goal at Harding.

Connecting Students to the Best Transitional Model - Why the K–8 Model Works

2006-09-02T08:17:00.000-07:00

            There is ongoing debate in education regarding the most appropriate configuration of grade levels in schools to best serve students. What is the best model for the most students? Is it K–5 or 6? Is a K–12 school the right model for the most students, or is a K-8 or K–9 school the best fit? To be sure, there are many options, especially when one considers other variables such as all-boys, all-girls and coeducational options. There is research on all sides, but a significant amount of evidence suggests that the K–8 model of independent school education is often the better environment in which to support the emotional, developmental and academic transitional needs of a child.
            In the 19th century the K–8 school configuration was the standard model. Over time, and as educational theory and population trends changed, the middle school model was created to form a separate, developmentally appropriate setting in schools. The result was a loss of one of the significant advantages of the K–8 model: a child-centered focus.
There is an increasing amount of current research that supports the integrity of the K–8 model. That body of evidence suggests that adolescents in a K–8 setting have improved grades and fewer disciplinary problems than their counterparts who transition into a new middle school. A child-centered focus includes developmentally appropriate teachers at every grade level. The notion that a teacher could be expected to be developmentally aware and savvy about a myriad of ages and subjects in order to give each student the best possible experience is a reach, at best. How often is a high school teacher’s schedule ‘rounded out’ by teaching a middle school class or two? Though this model can work effectively, there are far too many cases where it’s clear to the students (and most likely the parents) where the teacher’s passion truly lies. It’s ironic that we compartmentalize elementary teaching into a single grade-level (appropriately so), and most often do the same for high school, and yet we frequently do not have the same expectations for the middle school at an age when there are so many inherent developmental changes to begin with.
In K–8 schools, we most often see teachers at the grade level that is most developmentally and professionally appropriate for their interests and for the children’s developmental needs. Though there are often crossover teachers in physical education and perhaps some other special area subjects, the core classes are usually taught by teachers with particular expertise in the subject and age.
School size and grade levels are also an important characteristic of many K–8 schools. The ability of students and faculty to feel ‘known’ by their peers, administrators and teachers creates a culture of ‘connection’ that is, unfortunately lacking in many aspects of society today.
Dr. Ned Hallowell is a noted child psychologist and author of many books including Connect. This idea of connection is defined by Hallowell as “feeling a part of something larger than yourself, feeling close to another person or group, feeling welcomed or understood-with contacts.”
In a 1989 study, Dr. Hallowell looks at American adolescents and time and time again the theme of connection becomes obvious. He states, “From the huge amount of data, one factor emerged as the most telling: connectedness. Those students who did well had it, while those who didn’t lacked it.” He also found that the connected students “were the least depressed, had the highest self-esteem, felt most comfortable with their families, were the most positive about their education and had the highest grade point averages.”
The two most important sources for connection among the adolescents in Hallowell’s study were, not surprisingly, family connections and school connections. He states, “No one kind of school was best. All that mattered was that the student felt connected.”
There is no blueprint for helping adolescents to feel this sense of connection, but a culture can be created where it’s difficult for a student not to find a way to achieve the contact Dr. Hallowell writes about, and this can often be found in K–8 schools as a result of the opportunities available to students, the limited size, and the broad scope of the programs.
Statistically, there was a 17 percent increase in K–8 schools between 1993–2005 in significant districts such as Cincinnati, Ohio; Orange County, California; Brookline, Massachusetts; Baltimore, Maryland and Philadelphia, Pennsylvania. Additionally, a number of studies track the academic success of students in the traditional middle school model vs. the K–8 configured schools.
One such study in Milwaukee compared students who switched to a different middle school in grade seven with other students who did not, and found that those who switched schools more often had negative attitudes toward school and lower grades in their middle school. Interestingly, they also found that girls following the same pattern wrestled with self-esteem issues and their participation in extracurricular activities was affected.[i]
In Philadelphia, which has made significant structural changes to its schools, standardized test scores in both reading and math increased from 2000–2003 in K–8 schools when compared to their middle school counterparts. Additionally, the National Assessment of Educational Progress reported a downward trend in students’ academic progress after they reached middle school.[ii]
Quite often, students in K–8 schools have opportunities in the arts and athletics that may not be as accessible to them in high school. There are more opportunities to be involved in interscholastic athletics when there is not the added pressure of the win-at-all-costs mentality that is becoming more and more prevalent in high schools today. Additionally, the K–8 independent schools that have requirements in music, art and drama seek to engage students at a time in their lives when they are just as eager to pronounce that they are not, in fact, an artist, musician or actor. K–8 independent schools frequently require students to take art, to choose choir or band and increase the roles in the musical to allow students to shine in different ways. Creating an atmosphere in which students are required to try things they otherwise wouldn’t, often results in them identifying hidden skills or talents.
In a review of middle schools, RAND Corp., a nonprofit organization, concluded that states and schools should “consider alternative structures that allow them to reduce multiple transitions across grades K–12” for continuity and gradual change.[iii]
In another study by John W. Alspaugh, published in the Journal of Educational Research he found “A statistically significant achievement loss associated with the transition from elementary school to middle school at sixth grade” compared with schools that encompass K–8.[iv] In his study he compared three groups of 16 districts and found “The transition loss in achievement was larger when students from multiple elementary schools were merged into a single middle school during transition.” He also reported that while both middle school and K–8 students had an achievement loss when transitioning to ninth grade, the loss was greater for the middle school students.
Developmentally, there is possibly no other time in a child’s life when there is more happening for a student socially, intellectually and physically. Aside from infancy, no other phase of life is characterized by greater, more rapid, and diverse development than early adolescence.[v] Having a school with limited transitions that provides a comfortable atmosphere, and where a child is known by their teachers, provides the opportunity to transition through a challenging time in adolescence with the best chance of success.
The opportunity for leadership for middle school age children should be a significant focus at a time in children’s lives when they are feeling the most self-conscious. Eighth graders, in particular, who have the opportunity to captain teams, to play the lead in the musical and to lead student assemblies and programs, tend to become young adults who are eager to be involved in student government and other organizations when they move on to high school.
            The K–8 model provides the opportunity for younger students to have role-models that are developmentally appropriate. Middle schoolers sharing a locker room with high school athletes, for example, can often lead to an exchange of information or ideas that may not be messages that we would intentionally promote. Of course, these are often developmentally appropriate for high school seniors, but this may not be the case for the younger audience.
            Choosing any school is a challenging decision for parents. When we look at kindergartens, we often make a decision on our instincts and what we feel are the best values and philosophy. Students at that age can absolutely verbalize their feelings about the visit or the teachers or students they meet, but their input can be somewhat limited. In the K–8 school, students are given the opportunity to develop their academic and extracurricular interests and have had the time to mature before making the decision about what high school may or may not be the best school for them. The high school decision is an incredibly important one, and few, if any, of us can accurately say who our children are really going to be when they get to that point in their lives. The ability of students to figure out who they really are, and then choose a high school that is right for them is a gift.
Whether K–6, K–12, public, private, all-boys, all-girls, coeducational or K–8, in the end, there may not be one solution for the best way to educate all children, as children and their needs are as varied as their educational choices. It is more and more clear, however, that the ability of an intentional K–8 independent school to offer opportunities to children when they are at such a critical transitional stage in their development is an important consideration.

[i] The Wall Street Journal, April 6, 2005 “Middle School Goes Out of Fashion”
[ii] The Wall Street Journal, March 1, 2006 “Superintendent Plans to Eliminate Middle Schools”
[iii] Ibid
[iv] The School Board News, July 31, 2001 “School Leaders Tout Benefits of K-8 Model”
[v] Pruitt, D. (2000). Your adolescent: Emotional, behavioral, and cognitive development from early adolescence through the teen years. Washington, DC: American Academy of Child and Adolescent Psychiatry