PK-8: Looking to the Future

Spring is always a wonderful time at Darlington. The campus comes alive with beautiful blooms, especially the azaleas flourishing alongside the creek. The grounds crew is busy getting the playing fields ready for a new round of spring sports. Final assemblies, dances and social gatherings, field trips, and transition days are being planned. We are in midst of planning for next year as well.

 

As you know, we will transition to a PK-8 model next year. Over the last couple of months, I’ve done a great deal of research on this structure to absorb as much knowledge as I can and determine what benefits our students, in particular, will gain as a result. This model is not new to education. In fact, it was popular decades ago and emerging research has us refocused on it.

 

Keith Look, a researcher with the Philadelphia Education Fund, proposed some findings from experience he gained while doing his dissertation research around the efficacy of K-8 schools. Here are some highlights of what he learned:

 

1. K-8 models can give students greater opportunities at success by building relationships with staff over a course of nine years.

2. Parent involvement can improve because parents are usually happiest with their children’s elementary school experiences, and therefore are more likely to stay involved in the children’s school lives longer because they are already comfortable with the school and its staff…

3. Transitions to K-8 schools can enhance teacher collaboration and articulation within and across grades.

 

Alspaugh (1998) found an academic loss in math, reading, science and social studies in schools that made a middle school transition. The study continued to state that children in the K-8 model did not suffer any achievement loss. Gonna (1999) compared academic effects of transitions as well and found achievement loss in middle school transitions, but not in K-8 schools.

 

I’ve found the research on K-8 compelling and wonder why schools ever transitioned away from this model. In my own mind, I see this structure – which, for us, will start with PK – allowing for a clear and cohesive curriculum alignment, better teacher communication, and long-term relationships that will foster a sense of safety and security though these formative times of adolescence.

 

After Spring Break, I will spend one day a week in each grade at the Lower School and blog about my experiences. I look forward to working with the fantastic team of teachers there for years to come.

 

If you have any questions about the PK-8 model or just want to stop by and chat about what I envision, please do so.