Rethinking Middle School Scheduling: Aligning Structures With Students’ Academic Needs
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A Doctoral Capstone Project
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Author: Himes II, Garry M.
Abstract
The purpose of this study was to examine the relationship between student grouping practices, mathematics placement decisions, scheduling structures, and interdisciplinary teaming within a middle-level educational setting. Quantitative data were collected through analysis of IXL diagnostic growth measures, benchmark assessment data, Pennsylvania System of School Assessment (PSSA) mathematics results, and Pennsylvania Value-Added Assessment System (PVAAS) growth data. Qualitative data were collected through a survey of middle school administrators representing schools across three Pennsylvania intermediate unit regions. Findings indicated that students demonstrated measurable academic growth within heterogeneous instructional environments despite varying levels of academic readiness and baseline performance. Survey results revealed considerable variation in scheduling structures, intervention systems, and teaming practices among participating schools, although intervention flexibility, collaborative planning, and instructional responsiveness were consistently identified as important organizational features. Analysis of mathematics achievement data demonstrated
positive outcomes within the Grade 8 mathematics placement structure, including an increase in the percentage of students performing at the Proficient and Advanced levels from 36.1% to 43.8% and a PVAAS Growth Index of 1.9, indicating growth above projected expectations. The findings suggest that organizational structures influence instructional responsiveness, intervention delivery, teacher collaboration, and student achievement. A central conclusion emerging from the study was the importance of organizational coherence, defined as the alignment of grouping practices, scheduling structures, intervention systems, mathematics placement decisions, and collaborative planning opportunities in support of student learning. The results provide educational leaders with evidence to inform organizational decision-making and support the development of responsive middle-level educational environments.
positive outcomes within the Grade 8 mathematics placement structure, including an increase in the percentage of students performing at the Proficient and Advanced levels from 36.1% to 43.8% and a PVAAS Growth Index of 1.9, indicating growth above projected expectations. The findings suggest that organizational structures influence instructional responsiveness, intervention delivery, teacher collaboration, and student achievement. A central conclusion emerging from the study was the importance of organizational coherence, defined as the alignment of grouping practices, scheduling structures, intervention systems, mathematics placement decisions, and collaborative planning opportunities in support of student learning. The results provide educational leaders with evidence to inform organizational decision-making and support the development of responsive middle-level educational environments.
Date Issued
2026-07-27
Resource Type
State System Era
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