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Focused Academics. Stronger Relationships.
Greater Sense of Belonging.
Why the K-8 Model?
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The K-8 model provides a nurturing learning environment for younger learners while challenging middle schoolers to develop as leaders and role models. Evidence-based research shows students who attend a K-8 school acclimate quickly to the model, feel safer and more comfortable while learning, and ultimately perform better academically than their peers at traditional schools.
Research also shows the grade structure helps young learners by eliminating the move to a separate school for grades 6-8. The transition from elementary to middle school can be socially and academically difficult for some students. In addition, this model strengthens parental involvement and provides continuity for students and staff members, which creates a family-like environment within the school.ACHIEVEMENT
- Increases academic performance because of the elimination of the middle school transition
- Reduces discipline and absenteeism because of an increase in connection and motivation
- Fosters more opportunities to support the Continuous Achievement model offered in Fulton County Schools
CLIMATE/CULTURE- Increases opportunities for students to have more positive relationships with their peers and teachers
- Leads to a greater sense of family for students with their classmates
- Increases connectivity for parents within the school building and with staff
SAFETY- Continuity allows parents and children to feel safer as children become older
- Reduces the potential negative societal influences because of the mix of ages
Why add STEAM?
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STEAM: Science, Technology, Engineering, Arts, Math
- Presents the concepts of Science, Technology, Engineering, the Arts, and Math
- Makes learning relevant so students develop their skills, talents and interests
- Encourages exploration of STEAM-related careers
- Provides cross-curricular offerings and activities.
- Supports development of interpersonal and social skills through academic projects, instructional methods, and leadership opportunities
- Allows students to explore their ideas and consider possible solutions through data-based inquiry in a hands-on learning environment
Thoughts or questions?
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Click on the QR Code, scan it with your mobile device, or visit the Thought Exchange website to give us your feedback.
For specific inquiries, email us at: K8school@fultonschools.org
K-8 Model: A Discussion
Superintendent Mike Looney and Deputy Chief Academic Officer Gyimah Whitaker discuss the benefits of the K-8 model and explain how these schools create an environment for success.
Expert Resources
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STEAM
- Georgia Department of Education STEM/STEAM Information
- Video presentation from Georgia’s STEM/STEAM Schools
- Business and Community Partnerships for STEM/STEAM Schools
- Fulton County STEM High Schools: Global Impact Academy and FCS Innovation Academy
K-8 Academic Model
Baltimore: Students in K–8 schools scored higher than their middle school counterparts on standardized achievement measures in reading, language arts, and math.
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- Connolly, Faith; Yakimowski-Srebnick, Mary E.; Russo, Carmen V. (2002). An Examination of K-5, 6-8 versus K-8 Grade Configurations. ERS Spectrum, v20 n2, p28-37 as accessed at https://eric.ed.gov/?id=EJ648686.
Philadelphia: Students in the K–8 schools had higher academic achievement and surpassed middle school students in reading and science, with statistically higher gains in math.
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- Offenberg, R. M. (2001). The efficacy of Philadelphia's K-to-8 schools compared to middle grades schools.Middle School Journal, 32(4), p23–29.
Milwaukee: Students in the K–8 schools had higher academic achievement as measured by standardized test scores, especially in math.
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- Simmons, R. G., & Blyth, D. A. (1987). Moving into adolescence: The impact of pubertal change and school context. New York: Aldine de Gruyter
Boston: One of the most compelling reasons to support the K–8 grade configuration is the student leadership aspect for students.
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- Pardini, P. (2002). Revival of the K-8 school. School Administrator, 59(3), p6-12, as accessed at The School Superintendents Association.
Oklahoma City: Parents are more inclined to stay connected to and involved in K-8 schools than in middle schools—a factor that correlates highly with student success in school.
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- Pardini, P. (2002). Revival of the K-8 school. School Administrator, 59(3), p6-12, as accessed at The School Superintendents Association.
Charlotte-Mecklenburg: Stakeholders, particularly school leaders and teachers, perceive that the PK-8 model provides opportunities to collaborate across grade levels to enhance student learning and better address student needs.
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- D’Amico, L., Miller, K., Dickenson, T., Prince, G., Rea, M., Ed., Charlotte-Mecklenburg Schools, PK-8 Transition Study, Fall 2014, performed by the Office of Program Evaluation at the University of South Carolina as accessed at https://files.eric.ed.gov/fulltext/ED582683.pdf.
Florida Statewide Study: Evidence indicates that effective school instructional practices are more common in K–8 schools than in middle schools.
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- Cappella, E., Hill, J., Kim, H., Schwartz, K., Seidman, E., (2017) A National Sample of Eighth-Grade Students: The Impact of Middle Grade Schools on Academic and Psychosocial Competence, Journal of Early Adolescence, Vol 39 (2), p167-200 as accessed at https://journals.sagepub.com/doi/abs/10.1177/0272431617735653.
Additional Research
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- Connolly, F., Yakimowski-Srebnick, M. E., & Russo, C. V. (2002). An examination of K-5, 6-8, versus K-8 grade configurations. Spectrum: Journal of School Research and Information, 20(2), p28-37.
- Malone, M., Cornell, D., Shukla, K.,(2020). Grade configuration is associated with school-level standardized test pass rates for sixth-, seventh-, and eighth-grade students. School Effectiveness and School Improvement, 31:2, p289-305, DOI: 10.1080/09243453.2019.1654526 as accessed as http://vslir.iima.ac.in:8080/jspui/bitstream/11718/25205/1/grade_configuration_is_2020.pdf.
- Tamer, M., (2012) Do Middle Schools Make Sense? Harvard Education Magazine (online) as accessed at https://medium.com/@harvardeducation/do-middle-schools-make-sense-735b339ad001.
- Yecke, C. P. (2006). Mayhem in the middle: Why we should shift to K-8. Educational Leadership, 63(7), p20-25 as accessed at https://www.normandysc.org/site/handlers/filedownload.ashx?moduleinstanceid=3258&dataid=2365&FileName=Mayhem%20in%20the%20Middle.pdf
- Education Northwest: "What the Research Says (or Doesn't Say) About K-8 Versus Middle School Grade Configurations"
- Connolly, F., Yakimowski-Srebnick, M. E., & Russo, C. V. (2002). An examination of K-5, 6-8, versus K-8 grade configurations. Spectrum: Journal of School Research and Information, 20(2), p28-37.
