Middle Grade Education in Cambridge

I have spent my teaching career working with middle school students and have seen first-hand the strengths and capabilities of 11-14 year olds. When presented with an opportunity to study a topic in depth and connect it to their world, their potential for learning is limitless. This age group is capable of so much; therefore, we must have the highest expectations of them.

There are many different thoughts about how to achieve the best outcomes for kids in this age group and it remains a major source of discussion with educators and policymakers in Cambridge. One thing everyone agrees on is that all middle school students deserve an academic and social experience that prepares them well for high school and beyond. Having taught middle school social studies in the public schools for twelve years, I know how much kids at this age can do when they are provided with support and encouragement. We have a great opportunity here, especially with a new Superintendent who is also committed to addressing the needs of our 6th, 7th and 8th graders.

I have heard many complain that the current K-8 model does not provide our pre-teens with an appropriate social network and not enough opportunities for challenges and enrichment. These are legitimate concerns, especially at some of our schools with low enrollment in the 6th, 7th and 8th grades. At the same time, many see the positive aspects of the K-8 model. Older students have opportunities to interact with younger ones. In these schools, the pressure to grow up quickly is not as intense since young adolescents are in smaller schools with younger students. It also gives 6th, 7th and 8th graders a chance to take a strong leadership role before going on to high school.

This task is difficult because we are dealing with a tricky age group. Young adolescents want a sense of belonging, influence, independence, competency and security. I remember looking over at one of my 8th grade students who was physically mature, socially sophisticated and had a strong desire to be considered "cool" by his friends.' But someone had put a stuffed animal on his desk, and he was sitting there hugging it as though he were a toddler getting ready for a nap. These students want to be treated like grown-ups, but still want the comfort of a stuffed animal.

If changes are going to occur in the next few years, I believe we need a person on the School Committee with middle school experience, an understanding of Cambridge, the issues, the challenges and the opportunities, as well as the ability to collaborate. The process must be comprehensive with input from all stakeholders in the schools and the community. We cannot dismantle programs that are successful, but we must help our under-enrolled schools and make sure all children have a robust social network, rigorous and relevant curriculum, and the best teachers.