Families Ask: Algebra in the Middle Schools

2009 ◽  
Vol 14 (8) ◽  
pp. 502-503
Author(s):  
Grace Dávila Coates
Keyword(s):  
High School ◽  
Middle School ◽  
Middle Schools ◽  
Ninth Grade ◽  
Eighth Grade

Our middle school is encouraging all students to take algebra in the eighth grade. I took it in ninth grade. Isn't algebra a high school course? My child has done OK in math so far but may not want to take algebra next year. What's the rush?

scholarly journals On Track or Derailed? Race, Advanced Math, and the Transition to High School

2021 ◽  
Vol 7 ◽  
pp. 237802312098029
Author(s):  
Yasmiyn Irizarry
Keyword(s):  
High School ◽  
Middle School ◽  
Longitudinal Study ◽  
Ninth Grade ◽  
Transition To High School ◽  
Performance Factors ◽  
Recent Scholarship ◽  
Racial Gaps ◽  
Accelerated Math ◽  
Research And Policy

Recent scholarship has examined how accelerated math trajectories leading to calculus take shape during middle school. The focus of this study is on advanced math course taking during the critical yet understudied period that follows: the transition to high school. Data from the High School Longitudinal Study of 2009 are used to examine advanced math course taking in ninth grade, including both track persistence among students who took advanced math in middle school and upward mobility among students who took standard math in middle school. Results reveal sizable racial gaps in the likelihood of staying on (and getting on) the accelerated math track, neither of which are fully explained by prior academic performance factors. Interactions with parents and teachers positively predict advanced math course taking. In some cases, interactions with teachers may also reduce inequality in track persistence, whereas interactions with counselors increase such inequality. Implications for research and policy are discussed.

scholarly journals Intense Teaching Schedule in Israeli Teachers

2021 ◽  
Vol 8 (3) ◽  
pp. 329-348
Author(s):  
Yaffa Buskila ◽  
Tamar Chen-Levi
Keyword(s):  
High School ◽  
Middle School ◽  
High Schools ◽  
Middle Schools ◽  
Primary School ◽  
Middle School Teachers ◽  
Primary Schools ◽  
School Teachers ◽  
The Third ◽  
Student Achievements

The teaching profession is highly stressful. Stress is a negative phenomenon that develops under conditions of uncontrollable, prolonged and increased pressure. In this study, our goal is (a) to investigate teachers' perception of the sources of stress in school in light of the neoliberal reforms and (b) to compare these sources of stress in primary school, middle school and high school teachers. We hypothesize that the demands and the workload to improve scores in standardized tests, increase the need of teachers to take work home. Therefore, home demands may conflict with school demands. Furthermore, the greatest pressure is on elementary and middle school teachers: Early efforts to improve student achievements in the lower grades would result in better-prepared students in high schools. Data about the sources of stress is based on a previous study of Buskila, Buskila, Giris and Ablin (2019) that investigated the connection between the effects of stress on teachers on somatic syndromes. Three hundred and twenty-one public school teachers working in the Ministry of Education (MOE) in Israel participated in the study. Findings of the mean of the entire samples revealed that the highest level of stress was caused by intense teaching schedule with insufficient breaks. The second cause was related to the composition of the students in the class, and the third was home demands conflicting with school demands. In the middle schools, the highest levels of stress are caused by school principals (M=5.98, SD=3.09) and second is in high school (M=5.00, SD=3.33). The highest level of stress caused by the superintendent is on primary school teachers (M=3.97, SD=3.33) and the second are the middle school teachers (M=3.79, SD = 2.95). The lowest stress level was in high school (M=2.68, SD=2.83). Three significance differences of stress were found among primary, middle, and high schools: The school principal is the highest source of pressure in the middle schools (P=.034), and the superintendent causes the highest level of stress in primary schools (P=.006). The third cause was in high school, related to physical school conditions (p=.002). These results are relevant to teachers, educators, and policy makers involved in planning and managing educational strategies and teachers’ schedules. Identifying and preventing the sources of stress can facilitate better teaching conditions, and a more effective and efficient atmosphere in school. Keywords: Stress at school, teachers' stress, causes of stress in school

Beyond Computers

2011 ◽  
pp. 241-257
Author(s):  
Catherine Schifter
Keyword(s):  
High School ◽  
Middle School ◽  
Elementary School ◽  
Eighth Grade

How do you differentiate eighth grade from other grades? Whether the eighth grade is the last grade in an elementary school or the last grade in a middle school, these are the oldest students in the school. When they graduate from eighth grade many are on their way to high school. By eighth grade the students are thirteen or fourteen years of age, well into the angst years of teenage.

scholarly journals Peer Rejection as a Precursor of Romantic Dysfunction in Adolescence: Can Friendships Protect?

2019 ◽  
Author(s):  
Hannah Schacter
Keyword(s):  
High School ◽  
Middle School ◽  
Romantic Relationship ◽  
Protective Factor ◽  
Longitudinal Design ◽  
Peer Rejection ◽  
Friendship Quality ◽  
Ninth Grade ◽  
School Students ◽  
Prospective Longitudinal

Introduction: Using a prospective longitudinal design across six years, the current study investigated whether adolescents’ experiences of peer rejection across middle school increased their risk of maladaptive (aggressive and unsupportive) behaviors in high school romantic relationships. Additionally, friendship quality following the transition to high school was examined as a potential protective factor. Methods: The sample consisted of 1,987 ethnically diverse youth (54% female; Mage=17.10) who were romantically involved at eleventh grade. Peer rejection (based on peer nominations) was assessed at four time points across three years in middle school. Students reported on their friendship quality in ninth grade and their aggressive (e.g., shouting; hitting) and supportive (e.g., listening; helping) behaviors towards a romantic partner in eleventh grade. Results: Results demonstrated that adolescents who were increasingly rejected by peers during middle school were more likely to behave aggressively towards their romantic partners in high school. Friendship quality at the beginning of high school moderated prospective links from rejection to support, such that escalating middle school peer rejection predicted less supportive romantic behaviors only among youth with low-quality friendships at ninth grade. These patterns were documented over and above the effects of sex, ethnicity, socioeconomic status, and students’ aggressive behavior at the beginning of middle school. Conclusions: Together, the findings suggest that 1) increasing peer rejection during middle school may spiral into later romantic relationship dysfunction and 2) supportive friendships across a critical school transition can interrupt links between peer and romantic problems.

Rediscovering the middle school mission

2019 ◽  
Vol 100 (6) ◽  
pp. 34-38
Author(s):  
Gary Weilbacher
Keyword(s):  
High School ◽  
Middle School ◽  
Middle Schools ◽  
Interdisciplinary Teams ◽  
Young Adolescents ◽  
School Mission ◽  
Interdisciplinary Approaches ◽  
History Of ◽  
School Movement

Middle schools were designed to promote exploration in the curriculum in a way that is appropriate for young adolescents. However, this vision has not been fully embraced, and many middle schools still function as junior versions of high school. Gary Weilbacher explores the history of the middle school movement and describes how the interdisciplinary approaches to curriculum found in the STEM, STEAM, and STREAM movements offer an opportunity for middle schools to recover their original vision. In such schools, teachers would work in interdisciplinary teams to develop curricula that enable students to seek answers to questions that they consider important.

scholarly journals The Dimension of Metacognitive Knowledge Categorized HOTS in Indonesian Language Exercise Book for Junior High School Students

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Dian Rahmawati ◽  
Suhartono Suhartono ◽  
Titik Indarti
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Ninth Grade ◽  
Metacognitive Knowledge ◽  
Junior High School Students ◽  
Eighth Grade ◽  
School Students ◽  
Self Knowledge

The aims of this study is to examine the matter of training with the achievement of metacognitive knowledge categorized by HOTS. The research data focuses on the training of the dimension of metacognitive knowledge of HOTS in the books of seventh, eighth, and ninth grade students published by the Ministry of Education and Culture. The data collection techniques used are documentation and field notes. The results showed that the dimension of metacognitive knowledge in junior high school students' books was the metacognitive subtype of self-knowledge. Metacognitive knowledge in seventh and ninth grader students is trained through literacy activities and identified as a sub-type of self-knowledge based on the object phrases that wants students to choose books based on their interests and usefulness. The book for eighth grade student’s metacognitive self-knowledge is trained through reflection on learning material that has been learned. The questions categorized HOTS in eighth grade are marked with question words and verbs, and ninth grade are marked with question words. A slight difference is seen in seventh grade which is marked with nouns in the format of assignments in the form of tables.

Missing Bus, Missing School: Establishing the Relationship Between Public Transit Use and Student Absenteeism

2019 ◽  
Vol 56 (5) ◽  
pp. 1834-1860 ◽  
Author(s):  
Marc L. Stein ◽  
Jeffrey A. Grigg
Keyword(s):  
High School ◽  
Middle School ◽  
School District ◽  
School Attendance ◽  
Ninth Grade ◽  
Unique Contribution ◽  
School Absence ◽  
Student Absenteeism ◽  
Transit Use ◽  
The Relationship

Transportation is one of many potential obstacles that students might face as they attempt to attend school, but there are few opportunities to identify the unique contribution of transportation to school attendance. We apply models of commuting stress developed for adult commuters to students in an open enrollment school district to examine whether commuting difficulty plays a part in school absence. By comparing residentially stable students with themselves as they transition from eighth to ninth grade, we identify how changes in estimated school transportation are related to changes in attendance. We find that all students miss more days in high school than they did in middle school and that changing transit demands are associated with an increase in absences.

Exciting Science in Middle Schools

2012 ◽  
Vol 20 (3) ◽  
pp. 7-7
Author(s):  
Charles Lyman
Keyword(s):  
High School ◽  
Middle School ◽  
Elementary School ◽  
Middle Schools ◽  
School Teacher ◽  
Elementary School Teacher ◽  
Interest In Science ◽  
Math And Science ◽  
Steve Jobs ◽  
Average School

In his biography Steve Jobs, Walter Isaacson describes how a single elementary school teacher could inspire a kid to study math and science. During those same formative years, Jobs's neighborhood was filled with engineers who could discuss nifty science topics with young Steve. While today's average school kid may not have such influences, the fact remains that Steve Jobs turned toward math and science before high school. Interest in science should be kindled during middle school so that students will take appropriate courses in high school in preparation to study science in college.

Use of class time in eighth-grade arithmetic

1966 ◽  
Vol 13 (2) ◽  
pp. 113-120
Author(s):  
Karl G. Zahn
Keyword(s):  
High School ◽  
Mathematics Teaching ◽  
Ninth Grade ◽  
Achievement Test ◽  
College Preparatory ◽  
Eighth Grade ◽  
Class Time ◽  
Preparatory Program ◽  
Basic Concepts ◽  
Determining Factor

In recent years, nationwide attention has been focused on mathematics teaching in the schools. The basic concepts of arithmet ic are taught in the elementary school. If a student is to succeed in a high school college preparatory program, understanding of these concepts must be achieved by the completion of the eighth grade. This achievement is measured by a standardized arithmetic achievement test. The score on this test is usually a determining factor as to whether or not a student will be admitted to a ninth-grade algebra class.

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