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Abstract

Seven middle-level schools in a large suburban district created an open enrollment system for advanced English and science courses. The advanced courses provided students with an opportunity to learn through the use of primary sources, high-level literature, and a variety of projects. A vertical teaming process in each middle–high school attendance area was instrumental in promoting teacher collaboration and acceptance of a Pre-AP philosophy intended to expand student access to advanced courses. The vertical teams included representative teachers of advanced courses from across grade levels. The adopted philosophy focused on connecting a wider base of students to the benefits of a rigorous, college preparatory curriculum. Although all students were allowed to enter advanced courses without prerequisite criteria and teachers were encouraged to work across vertical teams to provide scaffolding to prepare students for advanced work, students from low socioeconomic backgrounds were still significantly less likely to enroll in advanced coursework. Qualitative data underscored the importance of positive teacher attitudes in implementing an open enrollment policy. Teachers were encouraged by the success they experienced in teaching students who would have been excluded from a more selective program. Unfortunately, equity of opportunity in open enrollment policies may not be sufficient to encourage greater participation of minority and low socioeconomic status students in academically advanced programs. Educators must maintain high expectations for all students, provide equitable opportunities for all students to engage in curricula that exceed the minimum standards for academic content areas, and provide support for students to be successful in these courses.

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Middle-Level Reform: The Introduction of Advanced English and Science Courses

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