A recent study released by researchers at Syracuse University and New York University, highlighted in this NPR article by Anya Kamenetz, provides a strong affirmation of the K-8 learning environment. The study examined experiences of students in New York City at schools serving various grades. They specifically focused on the experience of middle school students (grades six through eight) within the K-8 model, traditional middle schools (6-8) and schools serving grades 6-12. The data reinforces the impact of ‘top dog’ and ‘bottom dog’ status on bullying, safety, belonging, and academic achievement.”
There has been a lot of research lately into what is referred to as the “top dog/bottom dog” phenomenon.
In the K-8 schools, those tweens and young teens were the “top dogs” — the oldest, the most comfortable and familiar with the school. But, in traditional middle schools and 6-12 schools, sixth-graders were the “bottom dogs.”
One of the arguments in favor of the K-8 model is the opportunities these schools have to foster the interaction between grade levels. “An example of this was evident this week in seventh grade,” says Dr. Hessberg, Upper School Director. “They participated in a project that required them to share with the second grade.” View the video from Mrs. Naghib’s social studies class below to learn more about the project.
“One of the benefits to the K-8 model is that it allows a school to focus on those middle school years as leadership years,” continues Dr. Hessberg. “In a K-12 environment those middle school years can be lost years. Here, we can focus on providing opportunities for them to grow as leaders of the school – building confidence and character.”
The Buddy Program, which matches classes across grade levels, is also a terrific example.
Additional studies also support the conclusion that students who remain in a K-8 environment produce higher test scores and have more opportunities for leadership and growth.