A Voice From the Middle

THE MIDDLE
Highlights of the
2007 NASSP/PDK
Middle School Student Poll
A VOICE FROM
www.pdkintl.org
www.nassp.org www.KnowHow2Go.org
be the nation's largest online research panel of
children and teenagers. More than 1,800 middle
school students participated in the poll,
which was conducted in February 2007.
The following highlights of the poll’s findings
lead us to offer recommendations for middlelevel
reform efforts in the United States. A complete
listing of the survey data is available at
www.pdkintl.org and www.principals.org.
Optimism Abounds
Analysis — Middle school students are optimistic
about their future. Ninety percent of the
students polled felt they were very or somewhat
prepared to succeed in their current school, and
85% felt that they were either very or somewhat
prepared to succeed in high school.
Ninety-two percent indicated that they will
definitely or probably attend college, and 93%
said there was no chance that they would drop
out of high school
and not graduate.
Results disaggregated
by race or
parents’ education
levels were similar.
But this optimism
does not match what happens when middle
school students reach high school and make important
decisions about continuing their education
in college or even finishing high school. Although
high school graduation rates are hotly contested,
no one would suggest that 93% of middle-level
students, particularly African-American and Latino
students, go on to earn a high school diploma.
Everyone has an opinion about schools. Just
sit for a few minutes in any public place, and
you’ll hear discussions about schools and
teachers as parents and grandparents share
their children’s and grandchildren’s successes
or frustrations, businesspeople acknowledge
the skills, or lack of skills, of their younger employees,
and the rest of us reminisce about the
good old days when we were in school. Schooling
provides a common experience for us all, although
our individual impressions vary greatly.
One voice, however, is often missing from
this conversation: the student voice. Rarely is
there any opportunity for students, on a broad
scale, to express their opinions on issues that
affect them daily. And this lack of opportunity
to express themselves is all the more true of
students in middle-level schools. Practitioners,
policy makers, and pundits debate the merits
of middle-level school reform, but few know
firsthand what middle-level students across the
nation are thinking.
As a first step to remedy this situation, the
National Association of Secondary School Principals
(NASSP), Phi Delta Kappa International
(PDK), and Lumina Foundation for Education,
through its KnowHow2GO campaign, joined
forces to find out directly from middle-level
students what they think about their schools,
their teachers, their fellow students, and their
plans for the future.
Harris Interactive, an international leader in
market research and consulting, worked with
PDK, NASSP, and the KnowHow2GO campaign
in developing a 50-item questionnaire for middle-
level students. The questionnaire was administered
by Harris Interactive using what may
A VOICE FROM THE MIDDLE
Highlights of the 2007 NASSP/PDK
Middle School Student Poll
3
Ninety-two percent indicated
that they will definitely or probably
attend college, and 93% said
there was no chance that they
would drop out of high school
and not graduate.
4
And although 92% of the students polled indicate
they will definitely or probably attend college,
the percentage of students who actually begin
college at either a two-year or four-year institution
directly after high school is roughly 66%, according
to the Bureau of Labor Statistics.
The disparity between the high expectations
students express and the sobering graduation
and college-going rates highlights the continuing
challenge schools face to provide students
with a robust transition between middle-level
and high school. The ninth grade in particular
represents a weak link where students sometimes
begin to disengage from their schools and
so place themselves in danger of dropping out.
According to our survey data, 40% of those middle
school students who say there's a good
chance they may drop out of high school also say
that low grades or their inability to keep up with
the coursework would be the primary reason.
This finding points to the need for strong support
systems within middle and high schools to
counteract the sense of anonymity and weakness
that these respondents experience.
Regarding college attendance, the 26% gap
between the stated plans of middle school students
and actual college enrollment data offers
an opportunity for educators
and policy makers
to examine and improve
their belief systems,
practices, and
policies. We know that
the U.S. economy has
already shifted from
manufacturing to information
and innovation,
skills requiring not just
a high school diploma
but, in most cases, a
two-year or four-year
college degree. It is,
therefore, crucial to
close the gap and
make college enrollment
data match the high expectations of our
middle level students.
Nearly 9 in 10 Feel Prepared to Succeed in High School
24%
60%
12%
3%
Very Prepared
Somewhat Prepared
Not Very Prepared
Not at All Prepared
How well prepared do you think you will be to succeed in high school?
84%
5
RECOMMENDATIONS – The survey findings
suggest that we create a middle-school-to-college
pipeline that offers students opportunities to
succeed. In Breaking Ranks IIand Breaking Ranks
in the Middle, for instance, NASSP recommends
that schools develop a program to support Personal
Plans for Progress that allow students to
plan their learning and the activities to support it.
Because schooling is a continuum, educators
must understand what is required of students at
every stage and ensure a smooth transition academically
and socially for each student from
grade to grade and from level to level.
Journeys Without Maps
Analysis — Clearly, the survey documents
middle school students’ general optimism
about their future in high school and college,
but the results also reveal important inconsistencies
that will close doors of opportunity for
young people even before they know these opportunities
exist.
Although students said they were prepared for
and would not drop out of high school and that
they intended to attend college, 83% of the stu-
40% of those middle school
students who say there's a
chance they may drop out of
high school also say that low
grades or their inability to keep
up with the coursework would
be the primary reason.
Middle Schoolers' Optimism Doesn't Always Pan Out
92%
83%
66%
93%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Note: Data for actual college attendance rate comes from U.S. Bureau of Labor Statistics, College Enrollment and Work Activity of 2006 High
School Graduates, Economic News Release, April 26, 2007. Data for actual graduation rate from Lawrence Mishel and Joydeep Roy,
"Accurately Assessing High School Graduation Rates," Phi Delta Kappan, December 2006, pp. 287-292.
Say they will graduate from
high school
Actual graduation rate
Actual college attendance rate
Say they will attend college
6
dents surveyed also said that they know nothing
or very little about the high school courses
that are required to graduate. Indeed, only 32%
said they have a great deal or quite a bit of information
about selecting high school classes
that will prepare them for college. In fact, 28%
said that they had no information about selecting
the right high school courses at all.
Even worse, middle-level students who earn
low grades or whose parents have less education
have even less information about what is
required of them to graduate from high school
and in general feel less prepared to succeed
once they get there. Equally troubling is that
92% of students who said there’s a chance they
might not attend college said the reason was
that it costs too much.
Conversations about school reform refer frequently
to the “achievement gap.” Our data
document an “information gap.” The testing
company ACT has uncovered this same information
gap. According to ACT data, only 56%
of the 2005 high school graduates took the core
college-preparatory curriculum that includes
four or more years of English and three or more
years each of math, social sciences, and natural
sciences. That's much lower than the 66%
25%
58%
17%
0%
10%
20%
30%
40%
50%
60%
70%
Don't know anything Know a little Know a lot
How much do you know about the courses or classes that are required to graduate from high school?
Students Need More Information on High School Graduation Requirements
7
who will attend college or the 92% who want to
go to college.
RECOMMENDATIONS — These findings
suggest that educators and policy makers
should provide middle-level students with an
academic, social, and financial compass that
will guide them through their educational journeys.
The Lumina Foundation for Education,
the American Council on Education, and the Ad
Council have launched the “KnowHow2GO”
campaign (http://www.knowhow2go.org/). This
campaign helps empower students to take
charge of their education journey by seeking
help in finding the correct pathway to postsecondary
education.
Middle and high schools must also address
the “information gap” by clearly outlining
which high school courses are required
to enter college and by making
these courses accessible to all.
Finally, students who want to go to
college and are adequately prepared to
do so should not be denied the opportunity
because of financial concerns.
We recommend approaching this issue
both by increasing the amount of funds
available for college attendance and by
examining the current structure of
postsecondary education.
Policy makers should consider:
a) increasing the amount of needbased
funding, such as Pell Grants, that
is available for lower-income students;
b) supporting greater access to lowinterest
student loans; and c) evaluating
for cost- effectiveness and academic soundness
such models of delivering postsecondary
education as aligning community college curricula
with university requirements so that students
can complete their freshman and sopho-
How much information do you have about how to choose
the high school classes that will prepare you to attend college?
11%
21%
68%
Students Planning to Attend College
Don't Have the Information They Need to Get There
Equally troubling is that 92% of students who said there’s a chance they
might not attend college said the reason was that it costs too much.
A great deal
Quite a bit
Some or none
more years in a lower cost setting before transferring
to the university.
The Pathways to College Network (http://www.
pathwaystocollege.net) is also a valuable resource
for students, parents, educators, and policy
makers who want to close the college gap.
Caring Teachers Are Key
To Student Success
Analysis — When asked how teachers help
them learn, students said that helpful teachers
provide detailed explanations (21%), are friendly
and caring (17%), listen to students (13%),
and give of their time (13%).
When asked how many teachers were helpful
to them in school, however, an overwhelming
72% of students indicated that, throughout their
school career, only one to five teachers had
been helpful. Further, students gave mixed
reactions when asked to rate how well their
teachers gave them a chance to learn the subject
matter, with 50% indicating excellent or very
8
Most Middle Schoolers Report Having Too Few Helpful Teachers
2%
72%
20%
7%
0%
10%
20%
30%
40%
50%
60%
70%
80%
0 1-5 6-10 11 or more
How many teachers have you had who have really helped you?
9
good and 41% saying good, and 8% saying poor.
Middle school students clearly believe that
helpful teachers help them learn more, but more
teachers need to provide such support. At the
same time, middle schools have been criticized
for lacking rigor, and there has been a push for
middle school teachers to focus only on content
mastery. The challenge for school reformers
is to resolve the tension between the need
for caring, helpful teachers and a desire for a
rigorous and demanding course of instruction.
RECOMMENDATIONS — These findings
suggest that an infrastructure that promotes
collaborative learning by teachers could be an
important reform initiative to help greater numbers
of teachers establish high expectations in
a nurturing environment.
Although middle-level teachers should demonstrate
competency in their subjects, the faculty
and administrative team should also convey
a sense of caring so that students know that
adults have a stake in student learning.
Middle Schoolers Are Split on Whether Teachers
Give Them a Chance to Learn Subject Matter
15%
35%
41%
8%
0% 5% 10% 15% 20% 25% 30% 35% 40% 45%
Excellent
Very Good
Good
Poor
Thinking about the teachers you have had, how would you rate them on giving you a chance
to learn the subject matter?
Note: Percentages may not add to 100% due to rounding.
10
Testing: How Valid Is It?
Analysis — Eighty-eight percent of middle
school students felt that it was very important or
somewhat important to do well on standardized
tests, and this is matched by the importance students
felt that teachers and parents attached to
standardized tests. Fully 96% of students said
teachers think standardized tests are very or
somewhat important, and 92% said parents believe
so too. And although the NCLB legislation
requires testing only in reading, math, and science,
the students overwhelmingly thought that
social studies should also be assessed.
Alternatively, 71% of middle school students
who said they have taken standardized tests said
the grades that their teachers give their work are
a more accurate reflection of their achievement.
Just 29% thought the standardized test scores
better documented their achievement.
The issue of student assessment is central to
school reform, as it has become essential to
holding educators and policy makers accountable
for student achievement in U.S. schools.
But our middle school students clearly believe
that the grades their teachers give them are
more valid than standardized tests.
RECOMMENDATION —Although standardized
tests have their place in accountability systems,
a balanced approach to measuring students’
academic success that includes formative
assessments, such as teacher-made tests
and class grades, is important in any reform
initiative. The state of Nebraska has made a
concerted effort to follow a balanced approach
to assessment by using both standardized test
results and the results of formative assessments
from the classroom.
In its policy recommendations for middlelevel
reform, NASSP recommends that states
use multiple assessments that are aligned with
state standards and include performancebased
measures. Multiple assessments are
more likely to capture the complete picture of
a student’s achievement and therefore to inform
instruction.
Middle Schoolers Skeptical About How Much Test
Scores Reflect Their Abilities
Teachers'
grades and
scores most
accurate
description
of abilities
71%
Standardized
test scores
the most
accurate
description of
abilities
29%
11
Conclusion
As the survey suggests, middle school students view
their future with confidence and optimism. Together, educators
and policy makers should respond to these bright
visions by providing middle-level students with high-quality
educational opportunities and by removing obstacles to
their dreams.
Multiple assessments are more likely to capture
the complete picture of a student’s achievement
and therefore to inform instruction.
12
Technology
When asked how much they used the
Internet to complete school assignments,
only 23% of students said a great deal or
quite a bit. That contrasts with 46% saying
they spent an hour or more on the Internet
the day before they took this survey.
U.S. schools have invested heavily in
technology.
According to students participating in
this poll, access to information on the
Internet is not used often in classroom
instruction.
Schools Get Good
Grades
Middle school students like their
schools. When asked to grade their
current school using an A-F scale, 69%
assign grades of A or B. This is almost
identical to the grades assigned by parents
when they are asked about the
school their oldest child attends in the
annual PDK/Gallup poll of the public’s
attitudes toward the public schools.
This is a key finding and should help
guide school reform efforts.
Safety
A safe and orderly environment is
very important to middle school students.
When asked about the biggest
problems faced by the public schools in
their community, students listed as the
number-one problem discipline issues
— a broad topic that includes inappropriate
behavior, bullying, gangs, social
pressure, and fights. Furthermore, 97%
said it was very important or somewhat
important that the high school they attend
be a safe and orderly place.
13
Diversity
The students surveyed were almost equally likely to report
attending a school where the other students were of
the same racial or ethnic background as they were or to report
that their school had a diverse student body. And 73%
students felt that racial and ethnic diversity in their classes
mirrored that in their schools.
This indicates that, regardless of the level of diversity in
their schools, the students do not perceive racial or ethnic
tracking. However, 77% of respondents report that students
in their schools have a negative attitude toward people
who are or are thought to be gay, lesbian, or bisexual,
suggesting that educators need to protect this vulnerable
group of students.
14
Gender Male 51%
Female 49%
Grade 7th 50%
8th 50%
Age 12 29%
13 53%
14 16%
Parents’ Education High School 32%
Some College 32%
College Degree 35%
Region East 22%
Midwest 20%
South 35%
West 22%
Urbanicity Urban 31%
Suburban 46%
Rural 23%
Race/Ethnicity White 61%
Black/African American 16%
Hispanic 17%
Other 7%
School Type Elementary 13%
Middle School 73%
K-12 6%
Adults In Home Mother and Father 57%
Parent and Stepparent 17%
Mother Only 17%
Father Only 2%
Parent and Companion 2%
Other Relative or Adult 5%
Demographic Profile of Total Respondents
15
SPONSORING ORGANIZATIONS
National Association of Secondary School Principals, founded in 1916, is the national voice
for middle-level and high school principals, assistant principals, and aspiring school leaders across
the United States and in more than 45 nations around the world. The mission of NASSP is to promote
excellence in school leadership. NASSP provides its members with the professional
research-based and peer-tested resources and the practical tools and materials they need to serve
as visionary school leaders. NASSP offers educators award-winning publications, high-quality
professional development opportunities, ready access to relevant research, and support in advocating
on behalf of school leaders.
NASSP also promotes the intellectual growth, academic achievement, character and leadership
development, and physical well-being of youth. NASSP is proud to have founded and to
administer the following student leadership programs: National Honor Society®, National Junior
Honor Society®, and National Association of Student Councils®. NASSP recently released
Breaking Ranks in the Middle: Strategies for Leading Middle-Level Reform, a hands-on guide to
school improvement for middle-level principals and their teams.
Phi Delta Kappa International, founded in 1906, is the premier professional association for
educators. Over the past century, the association has served more than 500,000 educators in
communities across the United States and around the world. Currently, PDK has more than
50,000 members, including university faculty and administrators, school superintendents, principals,
and teachers. The association maintains an extensive network of more than 600 chapters
in the United States, Canada, and nations in Europe and Asia. Today, as it has for the past
100 years, PDK strives to prepare the next generation of educators as well as to serve practicing
teachers, administrators, and college educators through a wide range of innovative programs
based on relevant research, visionary leadership, and dedicated service. The association publishes
a number of authoritative books and periodicals in education, including the Phi Delta Kappan,
the most-cited education journal in the United States. The association co-sponsors the annual
PDK/Gallup Poll of the Public’s Attitudes Toward the Public Schools, the results of which
are reported annually in the Kappan. PDK also sponsors the Future Educators Association (FEA),
the only nationally recognized organization promoting education as a career. FEA currently has
more than 1,000 clubs in middle schools and high schools across the nation and abroad.
KnowHow2GO. Big dreams and good grades aren't enough to get into college.
KnowHow2GO is a national public service campaign designed to inform young people about
the actual steps they need to take to make their college dreams a reality. The campaign includes
television, radio, print, outdoor, and interactive advertising. It is sponsored nationally by Lumina
Foundation for Education*, the American Council on Education, and the Ad Council. For more
information, visit KnowHow2GO.org.
*The opinions expressed in this report do not necessarily represent the view of Lumina Foundation for Education
or its employees.
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