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Achievement in Texas\u003Cbr>Dawn Michelle Williams\u003Cbr>Stephen F. Austin State University\u003Cbr>The purpose of this study was to determine the implementation level of best practice strategies for middle level education in the state of Texas described by This We Believe (AMLE, 2010) and to determine the relationship of those practices with the schools’ academic achievement in math and reading. A survey was distributed to principals ofall intermediate, middle schools, andjunior highs in the state of Texas to determine what middle school practices are actually implemented. Additionally an OLS regression was utilized to determine the relationship of middle level best practice to student achievement in math and reading. Varied rates of implementation were reported and the number of students living in poverty was determined to be the most significant relationship, a negative one, with student achievement. Parental involvement was shown to have a moderate positive relationship with student achievement in both reading and math. |  |\n| --- | --- | --- |\n|  | Breaking Ranks in the Middle (NASSP, 1996), Turning Points (Jackson & Davis, 2000), and This We Believe (AMLE, 2010) all support the middle school movement which recognizes the importance of appropriate education for early adolescents based on their unique needs and includes comprehensive recommendations for the education and development of middle school students. Turning Points (Carnegie, 1989) described the mismatch between the structure of schools and the intellectual and emotional needs of the early adolescent learner. This We Believe (AMLE, 2010) has long provided the framework that guides middle level education and acknowledged that successful middle schools are developmentally responsive, challenging, empowering, and equitable. This important document clearly described the 16 essential characteristics or practices of successful middle level schools.\u003Cbr>Unfortunately, with budget restraints, school administrators are forced to make tough decisions to reduce costs, which often results in the elimination of programs (Protheroe, 2011) . Therefore, it is not clear how many middle schools actually implement the best practices described in This We Believe. A few studies have been conducted concerning the implementation of middle level best practice and its impact on student achievement (Mertens, Flowers, & Mulhall, 1998; Sweetland & Hoy, 2000) . However, at this time there is a critical need to explore the level of implementation of middle level practices in Texas schools and to determine what relationship exists between best practice and school performance as measured by the percentage of students passing state reading and math tests. This is so because proposed changes in teacher certification at the state level threaten middle level certification in Texas. Currently, Texas teachers are certified EC-6, 4- | 8, or 7-12. The definition of highly qualified teachers for middle level students has changed with candidates often required to take both a generalist and specialist exam to be considered highly qualified to meet No Child Left Behind (NCLB, 2002) standards. Some universities no longer offer teacher education programs that specialized in middle level education. The purpose of this study was to determine the implementation level of best practice strategies for middle level education described in This We Believe (AMLE, 2010) in the state of Texas and to determine the relationship of those practices with the schools’ academic achievement in math and reading. This research sought to answer two questions:\u003Cbr>1. To what extent does This We Believe outline key middle level practices implemented in the State of Texas?\u003Cbr>2. What (if any) is the relationship of these practices to the schools’ academic achievement in reading and math?\u003Cbr>Implementation of Middle Level Best Practice\u003Cb","cbCaiaZAgU72H4uW","https://ap.wps.com/l/cbCaiaZAgU72H4uW","pdf",294267,"English","# Purpose of the Study\n## Research Questions\n# Implementation of Middle Level Best Practice\n## Key Attributes and Characteristics","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To measure the implementation level of middle level best practice strategies in Texas and to determine how those practices relate to student achievement in math and reading.\"},{\"question\":\"How was implementation data collected?\",\"answer\":\"A survey was distributed to principals of intermediate, middle, and junior high schools across Texas to identify which middle school practices are actually implemented.\"},{\"question\":\"What methods were used to analyze the relationship with student achievement?\",\"answer\":\"An OLS regression was used to examine the relationship between middle level best practice and student achievement in mathematics and reading, including analysis of factors such as poverty and parental involvement.\"}]","CIMLE Current Issues in Middle Level Education - 2015 20 (1) - 8-17 - Middle Level Best Practice and Student Achievement in Texas - Dawn Michelle Williams | PDF",1792089273,25]