This study explored implementation of the middle school concept (MSC) in Illinois middle-level schools, examining relationships between MSC implementation and schools' relative wealth, racial/ethnic composition, and achievement levels.,This quantitative study utilized a sample of 137 Illinois middle-level schools, defined as containing any combination of grades 5–9, including at least two consecutive grade levels and grade 7. Principals completed an online survey, identifying levels of implementation of advisory, teaming with common planning time (CPT), and a composite of both advisory and teaming with CPT.,Schools with high advisory implementation had significantly higher rates of Latinx enrollments. Schools with lower operating expenditures per pupil were significantly less likely to implement advisory or advisory and teaming. Teaming had a significant relationship with composite PARCC test scores, but there was no significant effect for advisory and no significant interaction of advisory and teaming together.,MSC is more expensive to implement, and affluent districts may have the financial means to absorb these costs. Although teaming facilitated improved state test scores, advisory programming did not result in significantly improved scores.,Lack of access to MSC programming in less affluent communities presents an equity issue for low-income students and students of color.,This study contributes to research examining underlying issues of race and poverty and their effects on academic achievement and the effectiveness of the MSC.

中文翻译：

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中学概念与学生人口统计之间的关系

本研究探讨了伊利诺伊州中等学校的中学概念（MSC）的实施情况，研究了MSC实施与学校相对财富，种族/族裔组成和成就水平之间的关系。本定量研究使用了137个伊利诺伊州初中的样本级别学校，定义为包含5至9年级的任意组合，包括至少两个连续的年级和7年级。校长完成了一项在线调查，确定了咨询的实施水平，与共同计划时间（CPT）进行了合作，并且咨询和与CPT团队合作的组合，具有高咨询实施率的学校的拉丁文入学率显着更高。每个学生的运营支出较低的学校实施咨询或咨询与团队合作的可能性大大降低。分组与PARCC综合评分之间存在显着关系，但咨询没有显着效果，咨询和分组之间也没有显着的交互作用。MSC的实施成本更高，并且富裕的地区可能有能力负担这些费用。尽管团队合作促进了州考试成绩的提高，但咨询程序设计并没有显着提高成绩。在较富裕的社区中，缺乏对MSC程序的访问权给低收入学生和有色人种学生带来了公平的问题。种族和贫困的根本问题及其对学术成就和MSC有效性的影响。但MSC的实施成本更高，富裕的地区可能有能力承担这些费用。尽管团队合作促进了州考试成绩的提高，但咨询程序设计并没有显着提高成绩。在较富裕的社区中，缺乏对MSC程序的访问权给低收入学生和有色人种学生带来了公平的问题。种族和贫困的根本问题及其对学术成就和MSC有效性的影响。但MSC的实施成本更高，富裕的地区可能有能力承担这些费用。尽管团队合作促进了州考试成绩的提高，但咨询程序设计并没有显着提高成绩。在较富裕的社区中，缺乏对MSC程序的访问权给低收入学生和有色人种学生带来了公平的问题。种族和贫困的根本问题及其对学术成就和MSC有效性的影响。