Historical Trends in Grade Configuration

As noted above, when it comes to grade span, diversity rules. One study found that seventh- and eighth-graders in the United States attend schools with about 30 different grade spans (Mac Iver & Epstein, 1993). At some schools grade span comes about by choice, at others as a result of practical and administrative considerations such as building costs, enrollment trends, or distance from other schools.

Despite this diversity, some trends have emerged. The major changes in grade organization in the 20th century are clearly the rise and decline of the junior high (typically grades seven through nine) and the rise of the middle school (typically grades six through eight). Junior highs, which emerged in the first few decades of the century, grew in number until the early 1970s (Hough, 1995). In 1920, four out of five high school graduates had attended a K-8 elementary school and a four-year high school. By 1960, four out of five had attended an elementary school, a three-year junior high, and a three-year senior high (Alexander & McEwin, 1989). The decline of the junior high coincided with the rise of the middle school which came on the scene in the mid 1960s. Today, the middle school is the dominant form of middle grades education in terms of numbers of students enrolled.

The middle school trend reflects not only a shift in the placement of the sixth- and ninth-grader but also a conceptual change. The junior high was conceived of as a preparation for high school and usually imitated the structure of one, with departmentalized classes and uniform daily class periods. The middle school, on the other hand, was conceived as a more child-centered institution with "responsive practices" such as interdisciplinary team teaching, advisory programs, and flexible scheduling. The middle school also offers a more varied curriculum and more electives or exploratory classes than are usually available at junior high schools.

What are the trends of the future? Anecdotal evidence indicates some districts and experts are taking a second look at the K-8 and "elemiddle" configurations, the latter defined as a school that meets the needs of young adolescents but includes lower grades (Hendrie, 1996; Hough, 1995). Ninth-grade-only campuses are also turning up in some areas, and not always as a result of space and enrollment considerations (Viadero, 1993).