NELMS Position Statements

NELMS has published nine Position Statements that reflect best middle level practices.

NELMS ENDORSED POSITION STATEMENTS

1) Policy Statement—High-Stakes Testing
With public demand and recent federal legislation calling for high standards and improved student performance, virtually every state in the nation has created and administered statewide tests that measure student progress over time. The requirements of the No Child Left Behind Act of 2001 will result in increased use of these tests. After careful deliberation, the National Forum to Accelerate Middle Grades Reform and the NELMS Board have endorsed this statement of policy.

Link to The National Forum—High Stakes Testing

2) Policy Statement—Teacher Preparation, Licensure and Recruitment
NELMS is committed to making high-performing middle-grades schools the norm rather than the exception. We believe that specialized preparation of middle-grades educators will produce competent and caring teachers who are well-qualified to teach young adolescents. Therefore, we strongly support the specialized preparation of middle-level teachers at both the pre-service and graduate levels.

Link to The National Forum—Teacher Preparation

3) Policy Statement—Student Assignment in the Middle Grades Towards Academic Success for all Students
Schools across the country are struggling with how to group students for instruction. Ability grouping is a divisive issue among parents, teachers, and policy makers. Members of NELMS have struggled with the many nuances of ability grouping and have come to unanimous consensus on this statement of policy, which is the first in a series of education reform issues we will address.

Link to The National Forum—Academic Success

4) Policy Statement on Grade Configuration
The National Forum has put forth a comprehensive policy agenda for middle-grades education designed to bring about positive and lasting school improvement.The NELMS Board unanimously endorses this joint position statement.

Link to The National Middle School Association—Grade Configuration

5) Position Statement on Small Schools and Small Learning Communities
The National Forum to Accelerate Middle-Grades Reform recommends that national, state, and
local policymakers provide resources and support to create small schools at the middle-grades
level. In those cases where small schools are not feasible, the National Forum recommends that
district and school leaders break down large middle-grades schools into smaller schools or
small learning communities that create a personalized environment for teaching and learning.
“Smallness,” whether small learning communities or small schools, is a necessary but not sufficient
organizational structure that enhances teaching and learning at the middle level. The NELMS Board unanimously endorses this position statement.

Link to The National Middle School Association—Position Statement on Learning Communities

6) Supporting Young Adolescents' Literacy Learning
In recent years early reading has received increased attention from policy makers, funding agencies, and educational planners. Young children must get off to a good start in reading; however, it is a serious mistake to assume that a good start is sufficient for producing confident readers. Middle school students deserve continued and systematic instruction in reading. The NELMS Board unanimously endorses this position statement.