Middle School Debate Revived: Grade 6 Test Scores Raise Concerns in Ontario
A recent report analyzing Ontario's standardized literacy and numeracy testing, conducted by the EQAO, reveals that sixth-graders attending middle schools perform worse than their peers in K-6 or K-8 schools. This finding has reignited discussions about the effectiveness of separating tweens into intermediate schools.
EQAO Results and the Middle School Impact
David R. Johnson, an education researcher, analyzed three years of EQAO test results (ending with the 2023-2024 school year) for his report, "Signposts of Success: Evaluating Ontario's Elementary Schools," published by the C.D. Howe Institute. He found that Grade 6 students newly enrolled in middle schools "systematically do worse" on these tests. Pass rates are approximately five percentage points lower in both literacy and numeracy compared to students in K-6 or K-8 environments.
Johnson’s analysis accounted for social and economic status (SES) variables, such as the percentage of lone-parent households, parents with some university education, and newcomer students, ensuring a more accurate comparison.
This lower achievement in middle school can have lasting effects. Johnson's 2012 research indicates that students who attended middle school previously scored lower in math when tested in Grade 9.
Arguments for and Against Middle Schools
Johnson, an economics professor emeritus at Wilfrid Laurier University, questions the necessity of middle schools, particularly given the challenges tweens face during adolescence. He asks, "Why would we add one more [change]?" pointing to the measurable academic impact of attending middle school.
The Prevalence and Purpose of Middle Schools
Middle schools, also known as senior public schools, intermediate schools, or junior high schools, are common across Canada. While grade configurations vary, they often include grades 7 and 8, but may also include grades 5, 6, or 9. Quebec is an exception, following a kindergarten plus six years of elementary, five years of secondary and CEGEP model.
Kelly Gallagher-Mackay, an associate professor of law and society at Wilfrid Laurier University, explains that middle schools originated in the early 1960s to focus on early adolescence and "to protect them from high school, which was perceived as a little dangerous." However, she adds, it's crucial to assess whether middle schools are working as intended.
Despite concerns, new middle schools continue to be built to address rising student populations and overcrowded classrooms.
Transitions, Test Scores, and Individual Experiences
Gallagher-Mackay acknowledges that transitions can cause a "wobble" in student achievement but cautions against immediately dismissing the middle school concept. She emphasizes that while test scores are valuable for comparison, they don't provide the complete picture.
However, she also noted that "this study asked really good questions" and "hopes the findings inspire further research of the highly successful school configurations (Johnson's report also noted higher scores in separated French and Catholic school boards, for instance).
Cleo Tryssenaar, a Grade 7 student, is enjoying her middle school experience. Her mother, Emily Tryssenaar, believes middle school offers a valuable transition between elementary and secondary education.
Emily Tryssenaar notes the significant difference in maturity levels among middle school-aged children but emphasizes the value of the format as a stepping stone. She argues that "They don't have recess, they have a rotation, a schedule... they work with different teachers, all of that...[It] builds them up for success in high school, as opposed to K-8 where maybe they don't have that level of difference between the junior grades and intermediate."
