Curriculum

Middle School Educators Debate Meaning of ‘Rigor’

November 14, 2001 3 min read
  • Save to favorites
  • Print

The middle-level curriculum has been under increasing scrutiny in this era of standards and high-stakes testing as advocates and critics debate whether middle schools can adequately address the academic and emotional needs of early adolescents.

More than 5,600 teachers, principals, district leaders, and academics gathered here Nov. 1-3 at the annual conference of the National Middle School Association to discuss the obstacles to implementing the middle school philosophy.

One hundred of the more than 500 workshops and seminars dealt with challenging and relevant curricula.

“Can the curriculum be rigorous and relevant?” James A. Beane, a professor of education at National-Louis University in Evanston, Ill., asked in his “Hot Topic” session. Mr. Beane, who sounded a rallying cry for more rigor, focus, and meaning in the middle-grades curriculum in his 1993 book, A Middle School Curriculum: From Rhetoric to Reality, argued that the academic-standards movement and the high-stakes tests used in many places to gauge student progress toward meeting standards have undermined the best efforts of middle-level educators.

The standards, he said, have too often met the literal definition of rigorous, “meaning harsh or tyrannical.” But the desire to make the curriculum relevant to young adolescents, he added, has sometimes had the opposite effect, leading to activities and projects that engage students but are not particularly demanding or meaningful.

“Curriculum that is intellectually rigorous provides depth and care. It does not have to be overly difficult or painful or esoteric,” Mr. Beane said. “But it does not have to be fun either.”

The middle school concept envisioned instruction based on subject matter connected across disciplines by central themes or questions about students’ lives and the world around them, often generated or constructed by students themselves.

Critics have argued that what has emerged instead over the past four decades is a curriculum that is shallow, fragmented, and unchallenging. (“Middle Grades: Feeling the Squeeze,” Special Report, Oct. 4, 2000.)

Mr. Beane suggested that the middle school vision can form the basis of a standards-based course of study.

“Curriculum cannot be rigorous unless it is relevant,” he said.

But crafting such a curriculum in a standards environment is more likely in some states than others, he said. “The excellent examples of relevant curricula are possible in states where standards are broad and flexible and manageable in number,” he said, citing Vermont as such a state. “There is the temptation in other states to race over and memorize the material.”

Mr. Beane said California and Massachusetts are among those states that have content-laden standards that leave little time for innovation in instruction.

The 28-year-old association’s membership is at an all-time high of more than 30,000. Subscriptions to the NMSA publications, Middle School Journal and Middle Ground, are also thriving, according to association officials.

But educators’ anxiety over the Sept. 11 terrorist attacks, and the restrictions many school districts are now placing on travel, meant a much smaller group here than in the past. Although more than 5,000 middle school teachers, principals, and district leaders traveled to the nation’s capital for the annual conference, the crowd was a little more than half the number expected.

With registration continuing into October, NMSA officials anticipated that many educators were delaying their decisions to attend while the war against terrorism unfolded. But when the FBI issued a second alert Oct. 29, warning that more terrorist attacks could be imminent, many potential participants and presenters canceled their plans.

“People are concerned, and I can understand why they couldn’t come,” said NMSA Executive Director Sue Swaim. “This has nothing to do with a decline in interest in middle-level education. A lot of people decided to come anyway because it’s an important opportunity to network and learn.”

—Kathleen Kennedy Manzo

Related Tags:

A version of this article appeared in the November 14, 2001 edition of Education Week as Middle School Educators Debate Meaning of ‘Rigor’

Events

School Climate & Safety K-12 Essentials Forum Strengthen Students’ Connections to School
Join this free event to learn how schools are creating the space for students to form strong bonds with each other and trusted adults.
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Mathematics Webinar
Math for All: Strategies for Inclusive Instruction and Student Success
Looking for ways to make math matter for all your students? Gain strategies that help them make the connection as well as the grade.
Content provided by NMSI
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Mathematics Webinar
Equity and Access in Mathematics Education: A Deeper Look
Explore the advantages of access in math education, including engagement, improved learning outcomes, and equity.
Content provided by MIND Education

EdWeek Top School Jobs

Teacher Jobs
Search over ten thousand teaching jobs nationwide — elementary, middle, high school and more.
View Jobs
Principal Jobs
Find hundreds of jobs for principals, assistant principals, and other school leadership roles.
View Jobs
Administrator Jobs
Over a thousand district-level jobs: superintendents, directors, more.
View Jobs
Support Staff Jobs
Search thousands of jobs, from paraprofessionals to counselors and more.
View Jobs

Read Next

Curriculum How an International Baccalaureate Education Cuts Through the ‘Noise’ on Banned Topics
IB programs offer students college credit in high school and advanced learning environments.
9 min read
James Minor teaches his IB Language and Literature class at Riverview High School in Sarasota, Fla., on Jan. 23, 2024.
James Minor teaches his IB Language and Literature class at Riverview High School in Sarasota, Fla., on Jan. 23, 2024.
Zack Wittman for Education Week
Curriculum Explainer Social Studies and Science Get Short Shrift in Elementary Schools. Why That Matters
Learn why the subjects play a key role in elementary classrooms—and how new policy debates may shift the status quo.
10 min read
Science teacher assists elementary school student in the classroom
iStock / Getty Images Plus
Curriculum Letter to the Editor Finance Education in Schools Must Be More Than Personal
Schools need to teach students to see how their spending impacts others, writes the executive director of the Institute for Humane Education.
1 min read
Education Week opinion letters submissions
Gwen Keraval for Education Week
Curriculum Q&A Why One District Hired Its Students to Review Curricula
Virginia's Hampton City school district pays a cadre of student interns to give feedback on curriculum.
3 min read
Kate Maxlow, director of curriculum, instruction, and assessment at Hampton City Schools, who helped give students a voice in curriculum redesign, works in her office on January 12, 2024.
Kate Maxlow is the director of curriculum, instruction, and assessment in Virginia's Hampton City school district. She worked with students to give them a voice in shaping curriculum.
Sam Mallon/Education Week