The Council Rock School District’s data analyst, Dr. Tom Barnes, presented a review of academic research and local data on March 27 examining grade‑band configurations — including K–8, 6–8 and 7–8 models — and effects on student achievement and social‑emotional measures.

Barnes summarized national and regional literature showing that districts historically moved from K–8 to junior high and then to middle school models for practical (population/facility) reasons and because the middle‑school model was intended to address adolescent social‑emotional needs. He said earlier studies tended to show K–8 arrangements with slightly higher achievement but that later work controlling for socioeconomic status, school size and other factors found the differences shrink or disappear. Barnes told the committee that where differences appear they often center on transition years: students often show a dip in achievement the year they move into a new school building or configuration, with recovery in later grades.

Using local PSSA and internal screening data, Barnes said Council Rock’s results broadly matched the literature: the district’s highest percentages of proficient/advanced in recent years were sometimes in seventh grade, and longer‑term averages show the transition effect can be statistically obscured by other variables. He emphasized that demographic differences, school size, available supports and local programmatic decisions typically explain more variation in outcomes than grade‑band configuration alone.

Barnes recommended the district focus on actionable transition supports — for example, targeted professional development, transition‑specific screening and coordinated handoffs between elementary and secondary teams — rather than expecting a single grade‑band change to by itself improve outcomes. Members asked whether the county and nearby districts showed consistent patterns; Barnes reported 6–8 remains the most common middle‑level configuration in Bucks and Montgomery counties and nationally.

Nut Graf: Barnes’ review concluded there is no conclusive, one‑size‑fits‑all evidence that a particular middle‑grade configuration systematically produces better academic outcomes; local policymakers should plan to reduce disruption during transitions and to align supports across grade bands.

Board members asked follow‑up questions about school size, team models used in Council Rock middle schools, and how the district might pilot different structures; presenters said those considerations are operational and facility‑dependent and would require further district study and budgeting. The committee did not adopt a configuration change at the meeting; Barnes’ presentation was framed as informational.

Ending: The district’s next steps are to evaluate transition mitigation strategies and, if needed, conduct deeper local analyses tying specific facility and staffing scenarios to student‑outcome projections.