Compares traditional grade configurations to an integrated K-12 model that has become more prevalent since the 1980's. 4p.

Examines 12 educational trends influencing the planning and design of school facilities. The trends were identified by reviewing the latest research on school facilities and student outcomes; current issues, problems, and initiatives in the educational field; emerging demographic patterns; and the authors previous work on this subject. The trends are: (1) School choice and equity will redirect facilities planning. (2) Small schools may be favored over large ones. (3) Class size may continue to be reduced. (4) Technology will be increasingly used to lower personnel costs and to deliver instruction. (5) School missions may change. (6) Classrooms will be reconfigured to accommodate various learning styles or tasks. (7) Schools will see extended hours of use to accommodate year-round schooling, non-traditional students, and community use. (8) Electronic media will increasingly replace paper. (9) Grade configurations will change. (10) Special education will continue to be mainstreamed. (11) Early childhood programs will expand. (12) Schools might disappear altogether in favor of home and distance learning. Includes 40 references. 8p.

Presents possibilities and critical issues related to the future of education and educational facilities. A scenario of educational technology that eliminates the school facility and decreases social interaction through "virtualized" distance learning is presented, followed by a discussion of eight educational and social trends that may greatly impact education in the upcoming decades. Each trend is described, along with its accompanying issues and the effects that it might have on school facilities. These trends reflect political and ideological struggles in education, influence of technology, school location and size, class size and grade configuration, and school facility condition. Includes 70 references. 47p.

Reviews eight school size studies performed by doctoral students and graduate faculty at the University of South Carolina. These studies examine the relationship of South Carolina school size to academic achievement and to costs per student at all grade span groupings, including elementary, middle, and high school. The studies are categorized by grade span covered, and their methodology and findings summarized. Results of the studies are varied and sometimes contradictory, and additional issues arise such as poverty, differing results in grade spans, cost versus outcomes, middle and elementary school climate factors, and variance of the South Carolina findings from those in other states. Smaller middle schools appeared to produce better student outcomes, and where larger elementary and high schools appear to perform better, there is evidence that results vary dramatically depending on the children served. Includes 23 references. 8p.

This compendium of school staffing statistics includes tables detailing how schools organize grades and student groups; percentages of schools using block and year-round scheduling; numbers of custodial maintenance, and security personnel; and percentages of schools with physical space limitations. 213p.

Advocates abandoning "middle schoolism," the prevalent middle school situation in which the researchers found a strong academic curriculum traded for one that focuses more on emotional and social development. The report details the history of the middle school, including certain facility motivations behind their creation. Case studies of three successful K-8 schools are then presented, and detailed support for a return to the K-8 model follows. Includes 71 references. 65p.

Presents the finding of the Bozeman, Montana, facilities team concerning their overcrowded high school. Growth predictions for the district, future facility needs for individual areas of instruction, options of one or two new high schools, various combinations of renovation and new construction, possible grade reconfiguration, results of community meetings and surveys, and several local newspaper articles are included. 193p.

Information on how schools differ in grade configuration, how grade configurations affect transitions, and factors school districts consider when deciding on grade configuration. Includes references and web resources.

Seeks to add a teacher's perspective on the separation of ninth grade programs and buildings by identifying the salient features of effective ninth grade programs which make for a smooth transition to high school. Ten faculty members were interviewed about their work at a ninth grade campus that existed for two years while the main high school was under renovation. The results of this study revealed the following: 1) Isolating ninth graders in a separate building, wing or floor eases the transition to high school. 2) Ninth grade students benefit by building relationships with peers in the same grade. 3) Fewer concerns about bullying by older students with freshman only facilities. 4) Parent involvement is high with a separate facility for ninth graders. 5) Positive adult relationships with ninth graders are essential for their success. 6) School size makes a difference in how well school personnel meet the needs of ninth graders and in how safe students feel. 7) Staff development which allows teachers time to discuss students, curriculum and instruction, helps ninth graders as well as teachers. 8) Student activities play a pivotal role in ninth graders feeling connected to their school, and offers opportunities to build positive relationships with older students. 193p.

This report contains research and recommendations on the grade configuration of two elementary schools. Currently configured as separate facilities for grades PK-2 and 3-5 the study looks at the implications of having both facilities contain grades PK/K-5. Key points of considerations include: transportation costs, parent involvement, staffing, special programs, educational equity and diversity, assessment of existing facilities, and budget implications. 13p.

Grade-span configuration refers to the range of grades within a school. Grade span is an important issue to various factions in public education, including advocates of middle schools and rural educators concerned with the association between grade fragmentation and school consolidation. This digest focuses on research that has examined the relationship between grade span and student achievement. While many case studies of grade-span effects in particular schools exist, little research has been done using techniques to control for confounding factors. Five studies using such techniques are briefly described. These used data from 18 New York City schools, 700 rural Louisiana schools, 1,001 Texas schools, 163 rural Maine schools, and 330 Pennsylvania schools. In general, the studies suggest that achievement in the middle grades is higher in schools having an elementary-wide configuration than in those with a middle-grades configuration. In a K-8 configuration, absence of school-to-school transitions and greater continuity of experience may contribute to higher achievement. However, only one of the studies considered the instructional or interpersonal dimensions of school life. Further research is needed to disentangle the effects of grade span from those of its corollaries. (Contains 12 references.) 4p.

This is an informational report to help the school committee make future grade configuration decisions for Hopkinton's elementary schools. Includes an executive summary, and reports from subcommittees on research, educational programs/curriculum, experience of other communities, transportation, enrollment and facilities. Configuration options are presented in table format. 34p.

Examines issues in reorganizing grade structure such as combining previously separate grades and making a grade level self-contained. Includes survey data on middle school grade spans and research findings on particular grade organizations.

Grade configuration was an important issue in developing a new facilities plan for the Albany Schools. This report summarizes the configuration choices that were made and puts them into the context of other facilities decisions.

This report provides answers to two questions: 1) How many middle schools are there in comparison to junior high schools? and 2) How many schools are there with middle level students? The report provides definitions, statistics, related articles, and references.

This report explores research that is available to support the idea of including grade 5 (and/or grade 6) in middle schools. Describes the issue, reviews the research, and provides related articles and references.

Provides a roundup of research focusing on grade configuration, also known as grade span. "Grade Configuration: Who Goes Where?" surveys issues and concerns related to grade spans, and it profiles eight Northwest schools having varying grade spans. "Grade Span and Eighth-Grade Academic Achievement: Evidence from a Predominantly Rural State" notes the influence of grade span on academic achievement of eighth-grade students in Maine. "The Elemiddle School: A Model for Middle Grades Reform" surveys the history of grade configuration and cites research indicating that schools that combine elementary and middle-school grades may best meet educational and social needs. "Accountability Works: Analysis of Performance by Grade Span of School" presents study results measuring sixth-grade students' academic performance on the "Connecticut Mastery Test" relative to student enrollment in schools having K-5 or K-6 configurations. "The Interaction Effect of Transition Grade to High School with Gender and Grade Level upon Dropout Rates" examines the influence of grade span and related factors on dropout rates in high school. 5p.

This report provides a summary of research on schools with grades 5-8 versus grades 6-8. Notes that available research on the specific issue of 6-8 configurations is not entirely conclusive. Notes that field and outside expert opinion tends to support a 6-8 configuration, but that bonafide concerns exist, which are identified in this review and recommendation. Recommends that the school approve a reconfiguration of grades K-8 to include K-5 elementary schools and 6-8 middle schools.

Offers guidelines for classroom organization that will accommodate the multiple activities occurring in the multigrade classroom. Outlines an activity-centers approach to classroom design that designates classroom areas for specific purposes. Defines general considerations for planning, including activity level and noise likely to occur during different learning activities, use of visual barriers to define activity centers, placement of teacher and student resources, traffic patterns, age and physical size differences among students, and storage of student belongings. A list of questions clarifies classroom design principles and aspects of a particular classroom plan. Presented in workbook fashion, a three-step design process involves describing the present classroom, identifying specific learning activities that will take place, and drawing the final plan. 37p.

This booklet examines questions relating to grade configurations, seeking to increase awareness and understanding of issues surrounding grade span. It explores the ways that schools have addressed concerns associated with particular grade spans and suggests avenues for further inquiry. The text focuses on historical trends in grade configuration and the various contexts of grade spans, such as whether a school is in a rural or urban area. Most research on grade span focuses on middle grades and addresses such questions as: Which grades should be grouped together in one school? How many grades should be in one school? and How many school transitions will students make during the K-12 years? Includes tips for starting a school with a grade span new to a school system. Provides an overview of grade-span considerations. Describes eight schools' experiences with grade spans, discussing such issues as how the grade span came about and how the schools were structured to meet the needs of the particular grades they contain. 48p.

This paper examines the relationship between a school's grade configuration and student performance in Louisiana. Student performance was measured by using standardized test scores and information on attendance, suspensions, expulsions, and dropouts. Elementary schools, middle schools, secondary schools, and combination (K-12) schools were examined using grade-level data for grades 6, 7, and 9-12. Also considered were the percentage of students receiving free lunch and the size of the grade-level under consideration. Among the findings: students in grades 6 and 7 performed better in elementary and K-12 schools than in middle or secondary schools, in terms of both achievement and persistence. Students in K-12 schools performed as well as those in elementary schools overall and performed better in some cases. For grades 9-12, the K-12 school was more beneficial to students than the traditional secondary school, particularly in the area of student persistence or conduct. 56p.

This policy statement explores the issue of flexibility in grade configuration that would allow relief to overcrowded middle schools in Leon County, Florida, by keeping students for an extra year at elementary schools that have sufficient capacity, or relieving high schools by keeping students at middle schools that have sufficient capacity. Discusses considerations associated with costs, academics, personnel, students, parents, and the community. Also outlines potential barriers and policy implications.

This paper summarizes research relevant to a proposal in the Austin Independent School District to move sixth graders from an elementary school (K-6 or K,4-6) to a middle school (6-8) grade grouping. Presents a summary of the evolution of middle-grade education. Discusses three areas affected by grade organization: academic achievement, nonacademic outcomes (self-concept and anxiety), and homogeneous grade groups. Notes that the grade organization studies of various middle grade configurations showed no consistent effects one way or the other. Includes references to 36 studies. 15p.

This literature review concerns the concept of alternative grade configurations at the elementary level in which elementary schools are subdivided into primary (K-2) and intermediate (3-5) units. Because of the paucity of literature on this concept, the major part of the report focuses on the reorganization of the elementary schools of the South Allegheny (Pennsylvania) school district. Although the K-2, 3-5 structure is often implemented in response to declining enrollment, other educational benefits cited may include better concentration on the educational and psychological needs of children in the two age groups, though one research study showed no significant differences in student achievement, attitude toward school, extracurricular participation, or career aspiration. The goals of the South Allegheny reorganization (in response to declining enrollment) were to equalize class sizes to facilitate multilevel instruction in reading and math, and to make better use of staff, school buildings, and instructional resources. Each of these objectives is described in detail, along with perceived disadvantages. An evaluative report revealed that the new grade structure saved money and resulted in improved discipline, student attitudes, and student interaction. Literature on the implementation process is briefly reviewed, emphasizing the need for clear articulation between grade levels. 9p.

Describes this St. Louis ninth grade facility, created as a mid-year response to high failure rate among these students at a middle school. Positive and negative reactions from the teachers and students are included.

Discusses current trends in grade configuration tracked by the National Center for Educational Statistics, with the most notable feature being the decline of junior high schools from seven percent in 1967 to 3 percent in 2001. Various alternative configurations created to replace the junior high schools are described.

Describes the Wake County Public School Systems steps to address rapid growth in their school population, including modular campuses, ninth grade centers, adaptive reuse of commercial structures, and a year-round calendar.

Describes specialized school facilities including early childhood centers, single-grade facilities, and complex higher education science laboratories.

Describes the behavioral attributes of sixth-graders and the trend move them out of middle schools, returning them to a K-6 or creating K-8 environments.

Describes a variety of grade configurations in New York State and the ways they are changing. Reasons for change include rapid growth, desegregation requirements, and academic preparation. Examples of grade configurations from several districts nationwide are provided, as is a discussion of K-8 versus middle school configuration.

Discusses the trend toward K-8 schools, supported by higher test scores for students in these schools, as well as fewer discipline problems. Creating multiple K-8 schools has enabled some districts to have smaller classes at the upper levels of these schools than would typically be found at conventional middle schools. This has improved discipline and academic achievement, as well as teacher retention. Suggestions for careful and creative organization and management of K-8 schools are included, which are recommended when trying to address the needs of nine ages in one facility.

Describes attributes of successful and unsuccessful middle school programs, and proposes that if a middle school program is wrong, then merely switching to a K-8 arrangement will not make a difference.

Presents an interview with Michael L. Burson, director of facilities at Cincinnati Public Schools, in which he describes the district's 10-year master plan to renovate or replace all its schools by 2013. Middle schools are being eliminated, large high schools are being subdivided into smaller units within a facility, and elementary schools are being assembled from a "kit of parts" that can be arranged to suit the site and community.

Describes the development of an Intermediate Center, adjacent to the existing K-12 schools, within a fast-growing community. Designed for children in 5th-7th grades, the center includes a special education classroom that incorporates the needs of students with a variety of disabilities. The L-shaped classroom allows for teacher eye contact with all students while still providing a defined area for alternative, small group instruction.

Principals can provide input and feedback during the planning stage for building or renovating schools. Questions to ask focus on potential number of students, grade configuration, student grouping, length of school days and years, and instructional materials to be used. Describes a Virginia school built to meet the specific needs of an innovative curriculum. (Contains 14 references.)

Describes the strengths of a K-8 school in accommodating students of mixed maturity and academic preparation for high school and proposes how student-teacher relationships might be organized in such an arrangement. (Includes 7 references.)

Explores the impact of grade configuration decisions on the number and size of elementary, middle, and high schools needed. Discusses various trends regarding placement of sixth grade, ninth grade, and preschool classes and the resurgence of K-8 and K-12 models.

This issue includes six articles on the subject of grade configuration. In "Revival of the K-8 School," criticism of middle schools fuels renewed interest in a school configuration of yesteryear. Several authors discuss how separate schools ease the academic and social transitions for high school-bound students in "Isolating 9th Graders," and "Delivering the Promise to 9th Graders." Researcher Craig Howley distills the findings on how grade-level groupings may influence student outcomes in "Grade-Span Configurations." Three veteran educators defend the merits of middle schooling in "Middle Schools Still Matter." The article "Districts That School Year-Round" describes three types of tracks, provides a sample calendar, and includes additional resources.

Often referred to as an intermediate school, a grade five and six building also is known as a lower middle school in order to reflect its relationship to the upper middle school. This describes where this configuration came from and why, and what makes it different from an elementary school or middle school.

Answers the question, what grade configuration is best for the middle grades? This report refers to national studies and includes a list of related articles and references.

Discusses which grade configuration seems to work best for students aged 10 to 14. A chart summarizes the percentage of students who attended schools in different grade configurations (1995).

Discusses the problems and benefits of various grade configurations for multiage classroom education. Examples from various U.S. schools are given. Education and training of teachers and parents in the concept of multiage learning is covered.

Discusses how two small Arizona communities combined forces to build one school for preschool, kindergarten, and grades 1-3 using a geodesic dome design. Examines the school planning committee's rationale for employing the geodesic design and for implementing design features that made the school an attractive alternative to traditional buildings.

Describes the design of a combined middle and high school that preserved the industrial mills and farming history of two rural towns in Massachusetts. Delineates each school's separate entries and identity spaces and the design innovations that enabled grades 6-8 to be grouped with grades 9-12.

Notes a potential trend evidenced by the decision to separate some kindergartners and other early-primary pupils from the larger elementary schools in the Los Angeles Unified School District, necessitated because the district was simply out of room. The district is finding accomodations in primary centers, which employ relocatable buildings also known as portables. These can be faster to erect and less expensive than traditional facilities. Reports that the 685,000-student district has a fast-growing elementary school population and a statewide initiative to reduce the size of K-3 classes. There are plans to open an additional 18 primary centers there over the next 10 years. [Free subscriber registration is required.]

Examines the relationship between grade configuration in rural schools and student attendance, suspension, and academic achievement for grades 6, 7, 10, and 11. In a large random sample of rural Louisiana schools, students in elementary schools (K-6/7) and unit schools (K-12) outperformed their middle and secondary school peers. Contains 25 references.

Examines how the New Milford School District in Connecticut avoided failing accreditation by creating a plan to convert the deteriorating high school building into an intermediate school for grades 4-6. Discusses planning concerns and accomplishments, including overcoming parental objections and locating the cafeteria in a way that satisfied conflicting needs.

Presents a K-8 school design in Chicago that bridges the gap between the Hispanic culture of its students and an Anglo-American society by creating a Mexican feeling without making it look foreign to its surroundings. It describes the community in which the school resides, the planning strategy for its development, its architectural features, cost control aspects, floor planning, and interior color and materials.

Reports on a plan for schools in Cincinnati proposing to create four multiage groupings affecting all but the last two years of high school: grades K-3, 4-6, 7-8, and 9-10. The plan would also eliminate middle schools there, which have been plagued by discipline problems and poor student achievement. Notes that the system would become primarily a network of K-8 schools and high schools, a structure that is highly unusual in urban public education and that runs counter to the trend toward separate middle schools. [Free subscriber registration is required.]

Notes that "Elemiddle" schools can serve the needs of young adolescents, aged 10 to 14, in any combination of grades 5 through 8, as part of an organizational structure that includes lower grades. Reports on research showing that middle schools with 6-8 grade spans and K-8 schools are most likely to implement child-centered programs, practices, and policies than schools with 7-9 or 7-12 grade spans.

This article briefly reviews changes that have taken place in school system grade configurations over the past 40-plus years, the issues driving those programmatic changes, and the impact they have on the facilities which house them.

This article reports selected results on the relation of grade span to school size, grade level enrollment, school goals, report card entries, and relevant trends. Notes results of a 1988 Johns Hopkins University survey, which gathered data on organizational variations among schools containing grade seven to study how grade span affects school programs, teaching practices, and student progress.

Discusses results of a study at a suburban Midwestern school district focusing on ninth graders' perceptions of the senior-high environment, noting, among other things, their participation in school activities and use of drugs. The study was implemented to better understand the effects of advancing ninth graders to some form of high school.

Covers all aspects of the governance, leadership, administration, and structure of public and private educational organizations at the elementary and secondary levels, including the financing of schools.

Lists over 130,000 U.S. schools, statistically breaking down school information at the state, city, zip, district, and individual school levels. The information provided includes number of students, teachers, gender, race, grade levels, test scores and financial data. At the individual school level, regularly updated information is provided from various sources including school administrators and state and federal departments of education.

The 28,500 members of NAESP provide the administrative and instructional leadership for elementary and middle schools throughout the U.S., Canada, and overseas.

NASSP represents middle level and high school principals from across the country. The NASSP website provides news, research, awards, publications, and conference information.

NMSA is dedicated to improving the educational experiences of young adolescents by providing a variety of programs, services, and products.

SchoolMatters.com is a public source for information and analysis about our nation's public schools, providing searchable information about public schools, school districts, and state education systems, including student achievement data, financial information, demographic breakdowns, tax base details, and much more. To locate data on capital expenditures, click on "View State Facts" then click on "Spending, Revenue, & Taxes." This is a free public service sponsored by the National Education Data Partnership, a collaboration among the Council of Chief State School Officers, Standard & Poor's School Evaluation Services, Achieve, Inc., and the CELT Corporation. The National Education Data Partnership is funded by The Broad Foundation and the Bill & Melinda Gates Foundation.

NCEF's resource list of links, books, and journal articles on planning for new or modernized school and campus facilities. See related NCEF Resource Lists on Educational Specifications, Master Planning, Community Participation in Planning, School Design, Facilities Assessment, and many more topics.

NCEF's resource list of links, books, and journal articles on educational specifications for new and renovated school facilities.