Middle School Advisory Programs

Paper Summary:

In this article, the writer notes that middle school is a time of great transition for students, who are simultaneously dealing with physical and social changes, as well as more rigorous academics. To help students manage the transition, many middle schools have begun offering advisory groups. The writer points out that advisory groups may consist of staff and students, meeting regularly to engage in activities designed to benefit students academically and socially. One of the main goals of advisory groups is for each student to have at least one caring adult at the school who knows the student personally. Schools have used advisory groups to help students increase self-esteem, build better relationships with peers and adults, improve academically, and play a positive role in their communities. The writer maintains that advisory groups can be critical to student success, but before one condemns middle schools for often providing ineffective programs, one must first provide a clearer picture of how to develop more useful alternatives. The writer concludes that by building on current research and conducting new inquiries into the scope of the problem and possible solutions, one can move toward a better understanding of best practices.

Outline:
Introduction
Promise and Problems
Working Toward Best Practices
Understanding Future Challenges
Conclusion

From the Paper:

"However, advisory groups often have been riddled with problems. A distinct lack of guidance on best practices, as well as inadequate program focus and staff training, has led many advisory programs to be little more than glorified study halls or quiet times. Some schools are looking to change this, through structured activities that include character education, community service, and working with younger students. While schools begin to understand how to structure effective advisory programs, research shows that these programs are likely to face new roles and challenges. For example, researchers believe that advisory groups could help students make better health choices and develop more sophisticated notions of gender identity. However, before advisory groups can reach their full potential at the middle-school level, more research is needed to help schools better understand best practices and how tenets of good advisory programs can be practically implemented."

Sample of Sources Used:

• Atkins, M. and DeBoard, M. (2003). Prime time advisory: Youth advocacy and involvement. Middle Ground, 6(4).
• Brown, K. and Anfara, V. (2001). Competing perspectives on advisory programs: Mingling or meddling in middle schools? Research in Middle Level Education Annual, 24. Retrieved Oct. 11, 2007 from http://www.nmsa.org/portals/0/pdf/publications/On_Target/advisory/advisory_6.p df.
• Deitte, D. (2002). Character education provides focus for advisory. Middle School Journal, 24(1). September. Retrieved Oct. 11, 2007 from http://www.nmsa.org/portals/0/pdf/publications/On_Target/advisory/advisory_4.p df.
• Johnston, H. (1997). From advisory programs to restructured adult-student relationships: Restoring purpose to the guidance function of the middle level school. Schools in the Middle, March. Retrieved Oct. 13, 2007 from http://www.middleweb.com/johnston.html.
• MacIver, D. and Epstein, J. (1993). Middle grades research: Not yet mature, but no longer a child. The Elementary School Journal.

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