Challenge college-bound students early and often

Starting in 6th grade, students at schools with such programs are prodded by their teachers to read more challenging books, write increasingly more complex responses to assignments, and give presentations to the rest of the class. The success of such programs hinges on teachers having the time to give students the feedback they need and work closely with them to improve their abilities and a partnership with parents whose children are in the program.

A case study
Hamilton Middle School in Denver initiated its International Preparatory Magnet (IPM) program in 1996. The program is similar to an honors track in high school, but except for math and some foreign languages, students on the International Preparatory (IP) track are in the same classes as their peers who aren’t in the program; the only difference is that the IP students are required to meet higher benchmarks.. The program isn’t limited to the highest-performing students, either. It’s designed so that a student doing well in one or two subject areas can join the (IP) students, while remaining at the standard level for the rest of his or her classes.

Starting in 5th or 6th grade, teachers look for students who are already engaged in school and eager to learn more to recommend for the program. Students may apply to the program if they have scored “proficient” or “advanced” on the reading, writing, and/or math sections of the Colorado Student Assessment Program (CSAP) test. They also must have a positive teacher evaluation. Selection is based on the CSAP scores, teacher evaluation, a writing sample, and a math test.

“This isn’t anything we aren’t asking anyone else to do in [Denver Public Schools] … but the teachers really do pay attention to how far these students can go,” says Reina Gutierrez, the principal at Hamilton.

By the time 8th-graders complete the IPM program, they’re ready to start taking International Baccalaureate and Advanced Placement classes in high school. That ability puts those students in a stronger position to gain acceptance to the college of their choice, and make the transition to higher education more smoothly.

Higher standards in classes
IP students are pushed harder to turn in work that is at a higher level. Consider this example from a science class. Students in a class who are not in the IPM program might be expected to answer what a cell is and what its component parts are; the IP students would have to go beyond these basic facts and write in greater detail about how the cell functions, says Gutierrez. The expanded assignment not only broadens IP students’ scientific understanding, but also boosts their writing abilities.

IP students generally take higher-level math classes than their peers, culminating in Algebra I in 8th grade. This makes it possible for IP students to go directly into geometry studies when they start high school. It’s up to parents to make sure their teens sign up for four years of math in high school—one of several factors colleges look for to see how much high school students challenged themselves academically. Starting with geometry in the freshman year of high school makes it possible for students to enroll in the most challenging AP math classes by their senior year, such as calculus.

IP students at Hamilton are required to take either Spanish or French each year of middle school. By the time they enter high school, Gutierrez says, many of those students are very proficient in their chosen language; it is not uncommon for them to start in third-year language courses during freshman year of high school.

Reading is a major priority at Hamilton for all students, not just for those in the IPM program. The numbers reflect that: With about 1,000 total students and a school library circulation of more than 30,000 books per school year, the average student checks out about one book each week, Gutierrez says. IP students are expected to read more often and to pick more challenging books. To keep up, the school library has purchased a greater diversity of books, including titles that surpass the most advanced level of the school’s reading level system.

To help IP students synthesize everything they’re learning, Hamilton ties special projects to events like National History Day. That gives students a chance to learn research skills, write more detailed papers, or do more elaborate projects, presentations, and even videos.

Your role as a PTA leader
Parent involvement is always important when it comes to bolstering academic achievement, but it is especially important when advanced tracks like Hamilton’s International Preparatory Magnet program don’t exist in middle school. PTA leaders can step in and do what they do best—rally parents to set the bar higher for their children and school.

Parents and PTA leaders who want an accelerated learning program at their middle school can start small by encouraging school administrators to adopt a stepped approach to implementation, rather than rolling out an entirely new program all at once. Your PTA can then move into action to lobby your school district and state legislature to provide money to expand your program or establish and expand such programs throughout the state.

If budget or staffing limitations don’t allow the school to create an IP program, there are still ways to reap advantages of such programs. Encourage the library to expand its collection and provide incentives for students who increase both the number of books they read and the level of challenge those books present. Incentives can be as simple as small prizes for reaching personal reading goals or a drawing for a pizza party at the end of the term for students who finish a certain number of books.

Encourage parents to use parent-teacher conferences to gauge how much teachers are pushing students beyond what’s required and request that their child’s teacher have high expectations. Partner with your parents to talk with teachers and administrators about making certain classes more challenging for students who are ready. PTAs also can help organize special events similar to Hamilton’s National History Day event, and encourage teachers to tailor some of their assignments to address the occasion being recognized.

A PTA-sponsored high school prep night can be especially valuable for parents with students in 8th grade. Among the subjects that can be covered is the importance of meeting with a high school counselor to make sure students get placed into more challenging classes. You might invite a high school counselor to speak to your parents about what a counselor does and specifically how parents can use them can be a resource throughout high school to prepare their child for college.

Looking ahead
College is an exciting goal for any enthusiastic student to reach. Getting there can be a little easier if students are encouraged to achieve. Accelerated learning programs in middle school can give students the push they need to reach their potential in high school and beyond.