Accelerating middle schools into the North Carolina ABC's: A case study of Central Middle School's acceleration project for at risk students

The purpose of this research was to develop, implement, and monitor an acceleration program to improve student scores on the NC End-of-Grade tests. Secondary objectives were to illustrate the paradox created by an emphasis on developmental responsiveness as opposed to academic achievement at the middle school level and to describe the process of cultural integration taking place at this particular middle school. The role of the educational leader, relative to issues of accountability, was explored.;Students considered at-risk, as determined by standardized test scores and teacher recommendation, were placed in an acceleration project designed with attention given to issues relative to school reform and restructuring. Case study methodology was used with triangulation achieved by the incorporation of different research techniques, including portraiture and limited ethnographic interview. Quantitative data comparisons were used to provide further triangulation.;Evaluation of the project was measured by: (1) analysis of student developmental scale scores for math and reading from EOG state mandated tests; (2) promotion and retention rates for students in the acceleration project; (3) percentage of students achieving Level 3 proficiency on EOG tests; (4) ethnographic interviews with students.;Summary results included growth in developmental scale scores for both the math and reading sections of the NC End-of-Grade tests that was consistent with or above the state average for growth. For the reading portion of the test, the end-of-grade test scores showed an average growth of 5.82 points. For the math portion of the test, the end-of-grade test scores showed an average growth of 9.75 points. Data analysis of sub-populations showed growth in both reading and math consistent with the overall population.;The case study identified test-taking strategies that were useful to the students on standardized EOG tests and provided information for continued school improvement and strategic planning purposes. An analysis of the program provided definition to the role of the educational leader with respect to issues of accountability and the NC ABC's of Education Plan.