Schools Shift Approach as Adolescent Readers Fail to Improve

Experts say middle school is the ideal time to identify potential high school dropouts.

"The kids who drop out in ninth or 10th grade, it's because in sixth, seventh or eighth grade, they really fell behind, and no one was there to back them up," said Michael D. Carr, spokesman for the National Association of Secondary School Principals.

Carr's group plans to send a 108-page adolescent literacy teaching guide to middle and high schools nationwide by the end of the month. Many area educators are on the case.

In recent years, Fairfax County schools have flagged middle school students who fail at year's end to show grade-level competence in reading or math, according to Linda Whitfield, the middle school instruction director. They are promoted to the next grade and required to take summer school, and, if necessary, remedial courses in the next school year. For example, seventh- and eighth-graders might be enrolled in "power literacy" classes, ninth-graders in "expanding literacy."

Terri Rubin, a Fairfax middle school reading specialist, said training teachers in adolescent reading skills "has been a huge thrust for the last several years."

Such efforts are intensifying across the state. In February, Virginia sponsored a reading leadership institute for principals, teachers and other educators at middle schools in nine school systems.

In the District, Superintendent Clifford B. Janey is pushing for year-round testing to pinpoint struggling students. His efforts seem to focus on the entire school system, not just middle grades.

Virginia and D.C. public schools expect to announce this year's standardized test results soon.

Across Maryland, math scores are rising steadily in grades 3 through 8 --in some cases, sharply. The statewide passing rate for math leapt five, six or seven percentage points in every grade but one: In sixth grade, it rose 10 points.

In reading, the percentage of third-, fourth- and fifth-graders who passed the test rose five or six points. However, in sixth grade, it rose two points. In grade 7, the rate rose two-tenths of a point. In grade 8, the passing rate rose fewer than 3 points.

State officials say teacher quality is a critical piece of the puzzle. Data show that Maryland middle schools are more likely than elementary or high schools to have large numbers of teachers who are not "highly qualified" under the federal No Child Left Behind law. Such teachers lack a bachelor's degree, full state certification or verification of subject-matter expertise.

In Prince George's County, James Madison Middle School made a 1.6-point gain in the passing rate for seventh-grade reading but made an 11.5-point jump in eighth-grade reading. The Upper Marlboro school, which has been on a state watch list for low achievement, also was found for the first time in several years to be making adequate progress toward universal proficiency, a requirement of the federal law.

Principal Mark King said teachers systematically identified students who were falling behind. About 145 of the school's 900 students attended 90-minute classes before or after school twice a week to catch up. In addition, about 100 students attended remedial summer classes. Extra homework was assigned over Thanksgiving break. High expectations were the rule.

"When the children see that you expect more, they'll try to reach those levels," King said.

In Howard County, Clarksville Middle School reading scores were largely flat. But the school had a splendid excuse: sky-high passing rates. Ninety-eight percent passed the seventh-grade test, the top results in the state.

Principal JoAnn Hutchens said the school teaches reading in almost every class -- in health, art, science and others -- with parents, teachers and students all on board. She articulated a simple recipe for reform: "It's everybody pitching in and working together and doing what they need to do."