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academics, rather than being forced to re-establish themselves socially. Teachers are able to establish solid relationships with families. As a result, parents are more apt to stay involved with the campus through the middle school years". Radcliffe added that compared to traditional middle schools, a K-8 has a reduced capacity in offering athletics and elective classes.
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said that teachers said that the scenario that "students aren't tripped up during the disruptive year that they transition to middle school" was "ne of the biggest perks" of the conversion to K–8 schools. Radcliffe said that experts told her that "By staying on the same campus, kids can focus on
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By 2007, in some communities, schools in areas where academic performance at the middle school level was low were converting back to the K–8 model in an attempt to increase academic performance. By 2008, many urban school systems converted middle schools to K–8 schools. Districts moving to K–8
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The "junior high school" concept was introduced in 1909. In the late 19th century and early 20th century most
American elementary schools had grades 1 through 8. As time passed, until the 1940s, junior high schools increased quickly. The installation of junior high schools was made in order to
208:. By the 1960s many U.S. school districts separated the elementary and junior high school levels, with seventh through ninth grade students at junior high school. As years passed, the model changed to middle schools serving grades six through eight.
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Gao, Zan; Zhang, Peng; Podlog, Leslie
William (January 1, 2014). "Examining elementary school children's level of enjoyment of traditional tag games vs. interactive dance games".
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Aud, Susan; National Center for
Education Statistics; (U.S.), Institute of Education Sciences; Nachazel, Thomas; Wilkinson-Flicker, Sidney; Dziuba, Allison (November 18, 2013).
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Wraga, William G.; Hlebowitsh, Peter S. (August 6, 2012). Tanner, Daniel (ed.).
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As of 2007, many
American private schools have K–8 configurations.
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Developing
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