High school principals\u27 perceptions of selected middle school preferred practices applied at high schools within West Virginia, Washington, and Indiana: Relationship to student dropout rate, attendance, disciplinary actions, and academic achievement.

Since the early 1970\u27s increasing research has been conducted concerning more effective education of middle school students (Ages 10-14). Over the years a number of preferred practices (19) have been identified which promote a learning environment that more effectively meets the academic, social, and emotional needs of that transitional age as opposed to the more traditional, high school like, practices found within the junior high school setting. It has been concluded by most middle school practitioners and researchers that the more extensive the application of these (19) preferred practices within the Middle School the more improved student performance would be over a variety of academic, attendance, behavioral, attitudinal, and developmental concerns. Eleven of the (19) preferred practices over the past twenty years have evolved to be commonly applied within the High School. The remaining (8) preferred practices--cooperative learning, interdisciplinary instructional teaming, alternative assessments, advisor/advisee programs, school theme/projects, teacher empowerment, parent/guardian involvement, and heterogeneous ability grouping of students--have had limited but increasing application at the high school. This study was designed to determine the extent and relationship of these (8) preferred practices of the Middle School when applied in High Schools in selected states. A questionnaire and cover letter were sent out to 665 high school principals in the states of West Virginia, Washington, and Indiana. Results included the extent--in terms of time and percentage of student or teacher participation--in which the (8) preferred middle school practices are applied within the high schools and the relationship--in terms of student performance--of the (8) preferred practices to (student) attendance, disciplinary actions (in school and out of school), drop out rate, standardized reading and math achievement test scores, total school enrollment, percent minority enrollment, percent free and reduced lunch enrollment, and school location (urban, suburban, or rural). This was a perceptual/exploratory study. Extent of application was reported through frequency distributions and means. Relationships were identified through ANOVA and independent samples T-Tests. The research provided distinct quantitative data on extent of application but limited and inconsistant findings on significant relationships established through application of the (8) practices