Testimony of Richard Farkas before NYC Council Middle School Task Force May 7, 2007
May 7, 2007 12:00 AM
In 2003, the United Federation of Teachers submitted testimony to the City Council Education Committee on Middle-Level Education. We stated four years ago that New York City’s middle schools were struggling – and today, that situation remains unchanged. In fact, middle schools across our state and indeed across our nation continue struggling to prepare students to meet higher standards, and yet our middle school students continue to lag behind.
But in our obligation to find strategies to meet those higher standards, we must not lose sight of what the middle-level concept is all about….. and that is the development of the whole, rounded child. As policy-makers, advocates, professionals and parents, we must reaffirm our commitment to support the intellectual growth of our middle-level students while easing the transition from childhood to adolescence.
Educating young adolescents has never been easy. From ages 10 to 14, children undergo tremendous social, emotional and physical transformations, faster than any other time in their lives except infancy. Adolescence brings on a special set of developmental and academic challenges for middle-level educators, yet our schools rarely have enough social workers, guidance counselors and psychologists to provide the professional support students need.
Far too many New York City’s middle schools are sorely wanting and need improvement. The shortcomings in academic performance by middle-level students have many causes – one of which is the fundamental flaw in the way many districts view the education of early adolescents. In far too many places, configuration of schools has been deemed the solution to the middle school dilemma. Our city houses the traditional junior high schools, those organized into mini-schools, traditional middle schools, small middle schools, K to 8 schools, K to 12 schools, and 6 to 12 schools. But as we can see from existing successful models, school configuration does not matter. The key element in successful middle schools is reflected by a sense of purpose – a vision. This vision reflects a school where students want to be, teachers want to teach and parents want to send their children.
That vision includes an academically rigorous and balanced educational program. It also focuses on the developmental needs of the adolescent. It considers the impact of overcrowding and class size on student achievement. It deals with establishing a safe environment where students can learn without fear of violence. It adheres to a principle that every child can learn and deserves a highly qualified subject certified teacher and administrators who are middle school specialists. In addition, successful middle schools should provide incentives to attract, support and retain educators. Let me explain.
No matter how a specific middle-level school is structured, each student has the right to an academically rigorous and developmentally appropriate education program. To fully develop their potential, every student in the middle grades should be exposed to instruction in vitally important subjects such as art, music, drama, foreign language, health, technology and home and career skills. Advanced classes should be available in mathematics and the sciences. They should be able to develop self-confidence and pursue a healthy lifestyle through regular physical education. In too many schools, the focus on the core subjects come at the expense of these other equally valuable disciplines that help middle-level students develop an appreciation for culture and become more well-rounded adults. Success in high school, college and the world of work depend on the opportunity for middle school students to receive challenging instruction, develop their skills and express their individuality through these disciplines.
Moreover, middle school education has also been criticized for being unresponsive to the developmental needs of the adolescent. Research shows that interdisciplinary team teaching, flexible scheduling, looping, community service opportunities, clubs, sports and advisory programs are ways to address the middle-level students’ distinctive needs. The effectiveness of these programs depends both on the school culture and how well they are implemented. While some of our New York City middle schools have implemented these strategies and interventions, few have been able to sustain them because they fail to make a shift in the culture of the school. When in place, they are often enacted on superficial levels because they lack the commitment, funding and support.
You have heard testimony concerning the creation of schools within schools, overcrowding, class size and the impact they have on our middle schools. Science teacher Kathleen Crucet shared her experience in PS 89 in Cypress Hills. She teaches in one of the small schools inside the main building which must share a library, computer lab and cafeteria. Here, students arrive at 8:40 a.m., but because of shared space, do not eat lunch until 1:00 p.m. “It makes it even harder to get them to pay attention,” she told the Task Force. IS 259 teacher Geof Sorkin related his experience in a building originally built to house 800 children, which now houses 1400 students, with class sizes of 33 and more. He described the myriad of discipline problems which subsequently make teaching a serious challenge. “Middle school is defined by the two H’s: hyperactivity and hormones,” he told the Task Force, “and if you couple that with kids sitting on top of each other, you’ve got a problem.”
In middle-level education, small classes are an essential ingredient for success. Research shows that smaller class size has a direct impact on student achievement gains. It is almost common sense. Fewer students results in more teacher attention per child and more direct instruction per child. Fewer students mean more opportunities for student engagement, and therefore fewer discipline problems. Fewer students also afford teachers the opportunity to build deeper and more meaningful parent relationships. Adolescents are more likely to pay attention and participate in classroom discussions when class size is small. Class size matters. Class size counts. Yet, class sizes of 35 and 36 students are not uncommon in our middle schools.
And, overcrowding and class size dovetails into school safety. Safety concerns are a serious matter. All students, especially in the middle grades, have the right to safe and orderly schools where they can study and learn without fear, intimidation or violence. Successful middle schools have established a positive environment that is conducive to learning. These schools have expanded the use of guidance counselors, school nurses and other experts who are available to help adolescents who act out, disrupt class, feel ostracized or who are otherwise troubled. These schools have in-house suspension programs. They have a strong safety plan and an enforceable, zero tolerance discipline policy with fair consequences for bad behavior. Alternative settings must be available. Successful middle schools believe that everyone in the school community has a responsibility to support a positive learning environment. Education cannot take place without this key safety factor.
One major component of the UFT Secondary Charter School is the linking of community internships with literacy. UFT charter middle school students adopt children in classes from neighboring elementary schools and participate in a program of weekly reading and homework help. This fosters literacy development for both the middle school and elementary school youngsters, while promoting the concept of community service. It is a model which could be expanded in the middle grades in an infinite number of ways, including the linking of literacy to neighborhood senior citizen centers and nursing homes.
All students in middle schools deserve administrators and teachers who are state-certified, have command of the material they are responsible for and understand how to engage adolescents. To support middle school teachers we need a comprehensive, meaningful professional development program focusing on curriculum and instruction while also addressing academic development, classroom management, interdisciplinary teaming, service learning and parent involvement. Mentors need to be provided to work with teachers and administrators.
And, to attract and retain teachers, especially for our hard to staff middle schools, we need to explore the use of incentives – both monetary and non-monetary. We should investigate the possibility of offering a reduction in class size; of additional common time, other than provided for in our UFT contract, to allow for teachers to meet to discuss and plan for the needs of the students. Other strategies, including housing and transportation incentives, might help staff some of our middle schools.
As we complete the current school year and develop plans for the upcoming year, let us not forget our goal – to create the best educational opportunities possible for the middle-level students in our city, so that all have a better chance to attain higher learning standards. In point of fact, little has happened to improve middle-level education since the original 1989 Carnegie Report. Committees, initiatives, forums and task forces have come and gone. Countless reports and studies have been devoted to the issue, wasting precious time. We must take decisive action now so that our students are prepared to flourish in the 21st Century. Failure to accomplish this cannot be an option. Our students and schools can no longer wait.
