This study investigated the relationship between middle school attributes and student achievement at the grade six level in Alberta. Student achievement was measured by scores attained on the four grade six Provincial Achievement Tests released in August 1998. combined scores and gender-specific scores for each of the four subjects were investigated. The Middle School Attribute Survey (MSAS) measured the level of implementation of middle school programming in the sample schools. Data analyses included Pearson product-moment correlation matrices. Information regarding the socio-economic background of the schools was used in the discussion of the results to aid in the understanding of any relationships that occured between student achievement and implementation of middle school programming. Results indicated positive relationships between several middle school attributes and student achievement, most notably between overall implementation of middle school programming and language arts achievement for boys and social studies achievement for both genders. / x, 149 leaves : ill. ; 28 cm.

This study is an exploratory case study on one middle school's attempt at the alleviation of a number of problem areas through the implementation of the closed campus approach to scheduling. This work outlines a 2 year qualitative and quantitative case study that allowed the researcher a genuine opportunity to examine a radical departure from the normal mode of educational delivery provided to this age group. It was felt that a case study of the well-grounded theory of the closed campus model of scheduling would be beneficial to others interested in possible vehicles for school improvement. A discussion of the condition of the sample school the year prior to the implementation of the closed campus is included as well as an account of both the logistical and physical steps taken by the sample school in implementing the closed campus. The study suggest that the closed campus approach did appear to improve a variety of student and staff factors shown by research to be related to a safe and orderly learning environment and important learning outcomes, as compared to conditions observed during the previous year under the traditional, open campus approach. These variables included incidents of late arrival by students, student suspensions, student behaviour problems, physical altercations, verbal abuse of staff by students, verbal abuse of students by students, subject related behavioural concerns, student absenteeism and staff absenteeism. Although the quantitative comparisons included in this study show directional trends, they do not reflect a casual relationship. It is hoped that readers of this study will be able to generalize its findings to other situations they may find appropriate. / xii, 140 leaves ; 28 cm.