JANUARY 12, 2010

Red
Plan
Plus
A REPORT PRESENTED FOR SCHOOL BOARD REVIEW
DEVELOPED BY CONCERNED EDUCATORS, PARENTS & CITIZENS

The Red Plan Plus outlined in this document is meant to continue the dialogue and
discussion with the Duluth community and ISD 709 School Board with the belief that
the current Red Plan can be modified — and improved — to better fit the needs of
everyone in our community.

Red Plan Plus proposes three secondary schools, with a 7-12 grade configuration:
East, Central and Denfeld. Over 200 Minnesota schools use a 7-12 grade configuration,
including the highest academically scoring schools in our area. As noted in this report,
there are many reasons a grade 7-12 configuration would be good for Duluth.

We believe it is not too late to implement Red Plan Plus. All Red Plan work completed
at this date fits into Red Plan Plus. And the benefits to our community from Red
Plan Plus are huge:

■ Red Plan Plus keeps a secondary school presence in the heart of Duluth rather
than dividing our community into east and west attendance areas.

■ Red Plan Plus increases student opportunities.

■ Red Plan Plus reduces future operating costs to the district.

■ Red Plan Plus eliminates the need to build a new $50 million Western Middle School.

■ Red Plan Plus will save Duluth taxpayers more than $70 million and will foster
a more positive relationship between our citizens and School District, which
may help passage of the next funding levy.

■ Red Plan Plus avoids the major staffing changes known as “The Big Fill”

AUTHORS Tom Boman, Cheryl Bowen, Christine Day, Tom Day,

DeeAnna DeCaro, Nicki DeRosier, Bill Kubiski, Lisa Maciver, and Bernie Ozan

FOR MORE INFORMATION Bernie Ozan or Tom Day at redplanplus@charter.net

Red Plan Plus: Facility Summary
Three grade 9-12 high schools | Three grade 7-8 middle schools | Nine grade K-6 elementary schools

Three secondary school campuses | Nine elementary school campuses

Western secondary school campus located at Denfeld site contains:

Denfeld High School (grade 9-12)
Western Middle School (grade 7-8)
Note: Schools share a common building with a separate entrance and location for the middle school.

Central secondary school campus located at Central site contains:

Central High School (grades 9-12)
Central Middle School (grades 7-8)
District Secondary Vocational School (grades 10-12)
Note: Schools share a common building. Vocational school has two separate buildings on the site.

Eastern secondary school campus located at Ordean site contains:

East High School (grades 9-12)
Eastern Middle School (grades 7-8)
Note: Schools share a common building and entrance but a separate location for middle school.

Elementary school campuses:

— Western Area
Stowe (grade K-6) Students attend Western Middle School and Denfeld High School.
MacArthur (grade K-6) Students attend Western Middle School and Denfeld High School
Piedmont/Lincoln (grade K-6) Students attend Western Middle School and Denfeld HS

— Central Area
Lowell (grade K-6) Students attend Central Middle School and Central High School
Homecroft (grade K-6) Students attend Central Middle School and Central High School
Grant/Nettleton (grade K-6) Students attend Central Middle School and Central High School

— Eastern Area
Congdon (grade K-6) Students attend Eastern Middle School and East High School
Lester Park/Rockridge (grade K-6) Students attend Easter Middle School and East HS
Lakewood (grade K-6) Students attend Eastern Middle School and East High School

Enrollment estimates of 9,000

High school populations: 1,000 students per school
Middle school populations: 500 students per school
Elementary school populations (excluding kindergarten): 500 per school

Red Plan Plus — Page 1 of 15

 Red Plan Plus

Denfeld High School 9-12 Central High School 9-12 East High School 9-12
Western Middle School 7-8 Central Middle School 7-8 Eastern Middle School 7-8

Stowe K-6 Lowell K-6 CongdonK-6

MacArthur K-6 Homecroft K-6

Lakewood K-6

Lincoln/Piedmont K-6 Grant/Nettleton K-6 Lester Park /Rockridge

K-6
Red Plan Plus: Details
Section 1. Academic Programming

Current educational programming will remain unchanged in Red Plan Plus. Teachers and
administrators have clearly spent time and energy researching and developing ways to provide our
students with a high quality education. Educators have stated an interest to maintain current
curriculum and programs. It is our opinion as well as the opinion of many experts in the field of
education that the building does not change the programming. The current curriculum taught in
grades 6-8 will not change. It will simply be taught under a different roof. A 7-8, 9-12 grade
configuration does not have to limit the ability to provide appropriate middle level programming.
Middle level education is not a building or a place; it is a program created to be developmentally
responsive to the needs of adolescents. Middle level programming is about interdisciplinary teaming
and integrated curriculum that are developmentally appropriate for young adolescents. Successful
schools teach young adolescents in an environment that that National Middle School Association
calls “academically challenging, socially equitable, and developmentally responsive.” Multiple
research studies have consistently shown that, “effective programs and practices, not grade
configurations, determine the quality of schools.” (Coladarci and Hancock 2002.)

Overview by grade:

Grades K-5
• Students in grades K-5 will have no change in their programming, including school start
time.

Grade 6
• Students in grade 6 will have no changing in their curriculum.

• Students in grade 6 will move into the newly remodeled elementary schools. Students will
rotate between their team of teachers exactly as is done in the middle schools now.

• 6th grade, though now in the same building, is not integrated with grades 7 and 8.

Grades 7 & 8
• Students in grades 7-8 will have no change in their programming.

• Start time 7:50 a.m. End 2:35 p.m. There will be little or no interaction of students as the start
and end times for the High School students will be 9:05 a.m. to 3:20 p.m.

• Grades 7 & 8 will be physically separated from the 9-12 grades

• All lockers for the 7th and 8th grade students will be in their assigned area.

Red Plan Plus — Page 2 of 15

 • Lunch times will be separate.

• Integration of 7-12 grade students will only be allowed when it is deemed appropriate by
administration. Ex: Tutoring and mentoring of students - School Assemblies.

• Passing times will be on varied schedules so that the students are not in the hall at the same
time. Courses requiring special classrooms like music, science, phy Ed, etc would be shared
with all students (but at a different time schedules, of course.

• An exception to this plan as well as a benefit to the plan would take place if an advanced
student took a more challenging high school class. This would occur if educational staff and
parents agreed it was in the best interests of the student.

Grades 9-12

• Start time 9:00 a.m. End 3:25 p.m.

• Grades 9-12 will be physically separated from 7th and 8th grade. Their classes and the offices
of their teachers will be in one area of the building, separated by doors or floors from all
other areas of the building.

• All lockers for grades 9-12 will be in their area of the building. They will not be allowed into
the 7th and 8th grade area.

• Lunch and passing times will be separate.

Secondary Technical Center

• Red Plan Plus maintains the robust and increasingly important vocational programs of
STC on the CHS campus with adequate parking and space.

• Red Plan would spread individual components around the city resulting in loss of
programmatic cohesion and institutional identity of administration and staff.

Red Plan Plus — Page 3 of 15

Section 2. Buildings

Red Plan Plus calls for keeping secondary schools in each of the three major areas of Duluth.

o Western Duluth – Denfeld

o Central Duluth – Central
o Eastern Duluth – Ordean.

These buildings will consist of two schools within one building. 7-8 middle school and 9-12 high
school.

Students in grade 6

• Will move into the newly remodeled elementary schools. Students will rotate between a team
of teachers exactly as is done in the middle schools now. Our research indicates that currently
6th grade students are kept completely separated from the 7th and 8th grade students at
Woodland and Morgan Park. We have also heard from many parents that they prefer to keep
their 6th grade student in a neighborhood elementary school.

Students in grades 7-8

• Will start school at 7:45 a.m. and end at 2:30 p.m. on the same time structure as the current
middle school. There will be little or no integration of middle school and high school
students as the start and end times for the High School students will be 9:00 a.m. and
3:25 p.m.

• Will be physically separated from the 9-12 grades. Their classes and the offices of their
teachers will be in one area of the building. The middle school area will be separated by
doors or floors from all other areas of the building. At Denfeld, there is a bank of classrooms
on the north end of the building that could house 7th and 8th grade. There could be a private
entrance for 7th and 8th grades on the north side of the building if that would be desirable.
At East (Ordean), 7/8 could have special classrooms on the south end of the building and use
the new main entrance because the 7/8 classrooms would be one floor up in the same area of
the building.

Implementation Schedule

• In the Fall of 2010 Denfeld students would move into Central High School as planned. Since
the current three high school boundaries would still be in place, Central may exceed capacity
for one school year, possibly requiring relocatable classrooms. The major staffing changes of
the “Big Fill” would not be required.

Red Plan Plus — Page 4 of 15

 • In the Fall of 2011- Denfeld and the western middle school students (7 & 8) from Morgan
Park can attend the newly remodeled Denfeld Secondary School. Central students can move
into the vacated East High School while Central is being remodeled.
o Morgan Park can go up for sale

• In the Fall of 2012 - Central High School and Middle School students will then join together
on their new campus for the 2012-13 school year.
o Woodland can go up for sale; East can go up for sale.

Other Items of Importance

• The cost of adding swimming pools to each school is much less than the cost of building the
new middle school and remodeling East High School is many times greater than.

• Going forward there will be cost savings by maintaining three rather than four buildings.

• The improvements made to the buildings under the current Red Plan are good and will not go
to waste.

• There will be one less set of administrators, custodians, food service workers, support staff,
etc.

• Parking spaces and traffic concerns would not increase, as students in grades 7-9 do not
drive. The number of students of driving age would decrease from approximately 1125 to
approximately 750.

• Smaller schools are proven to be better for student educational programs than larger schools.

Pools

• Pools would need to be built into the plans for the high schools. Under the Current Red Plan,
the new WMS has the cost of a pool included, and current East HS would need to have a pool
added as part of the current Red Plan. Considering that Swimming and Diving are Varsity
sports in all the high schools and not in any middle school it makes sense to put pools in
buildings where they can be used for classes during the day and for sporting events or
community education in the evenings.

• Using areas currently slated for STC classrooms may gain pool space. An addition next to the
gymnasium at Denfeld, which will house the STC automotive program, would work well for
the pool location if STC and Central stay open. Denfeld will also house the STC Graphic
Arts, Business, Childcare, Medical, Lab and PLTW programs. Room and costs can be saved
at Denfeld that may offset much of the pool construction costs. The Ordean site is very tight
but it is possible to create room for a pool. Pool location options are many at Central.

Red Plan Plus — Page 5 of 15

Section 3. Finances

One of the initial purposes of the current Red Plan was to reduce expenses in the school district. The
major cost reduction of the current Facilities Plan comes through reducing the number of buildings
that ISD-709 operates.

Red Plan Plus takes this another step by reducing the number of secondary school buildings from
four (two middle schools and two high schools) to three buildings, each having both middle school
and high school within. In addition to saving the middle school construction and land acquisition
costs, the operating costs are reduced by $1 million each year through elimination of one secondary
school. Since the Red Plan is a 20-year plan, the operating revenue is reduced by at least $20 million
over that time with additional revenue from inflation.

With the cost savings of Red Plan Plus, the district can be less concerned about the effect on the
operating levy of dropping real estate values and the lower tax base in Duluth. In addition, the
retention of secondary schools in all areas of Duluth will make the public schools more attractive to
more students. During the 2004-2005 school year, there were 194 students who lived in Duluth but
attended schools outside ISD 709. In 2008-2009 that number rose to 1563 (http://education.state.
mn.us/ReportCard ). Since the state contributes to local schools approximately $6000 per student
each year, ISD-709 is not receiving over $9 million for operating revenue. Recovering some of that
funding would enhance opportunities to continue the five-day week, the six-hour day, athletic, arts
and extracurricular programs, and to allow expansion of enrichment programs to keep more students
and parents involved.

Red Plan Plus saves considerable money in construction and operating of school buildings over
the next 20 years. A breakdown of those savings is as follows:

• Savings: cost of building the new western middle school: $49,100,000 (June 30,2009 final
Review and Comment)
• Savings: sale of East High School building: $5,000,000
• Savings: unneeded renovation of East High School to middle school: $25,600,000 (August 8,
2007 adjust for inflation)
• Savings: administrative/support salaries, school operation for a secondary school - $1 million
per year (over the 20 year Red Plan this saves $20,000,000),
• Savings: reduced cost of busing students – 8 fewer buses at $30,000 per bus = $240,000 per
year (over the 20 year Red Plan this saves $4,800,000)
• Savings: reduced cost of busing students to St. Cloud and Metro high schools for all athletic
events since the planned two high schools will be too big to compete in our region - 2 buses
at 30,000 per bus = $60,000 yearly ($1,200,000 over 20 years)

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There are also additional costs associated with Red Plan Plus.

• Architectural costs $100,000 (Plan B was $70,000)

• Loss of income from selling Central HS $10 million
• Central High School renovation $7 million (Plan B)
• Pool addition at Central HS $6 million
• Denfeld, Ordean pools $12 million

Total saving minus additional costs over 20 years would be:

Savings $105,700,000
Costs $35,100,000
Net Savings $70,600,000

Red Plan Plus — Page 7 of 15

Section 4. Parental Involvement

More than 30 years of research shows that family involvement promotes student success. No matter
what their family income or background may be, students with involved parents are more likely to:

o Earn higher grades and test scores,

o Pass their classes,
o Attend school regularly,
o Have better social skills and adapt well to school
o Go on to postsecondary education.

When families, schools, and communities work together:

o Student achievement is increased.

o Teacher morale rises.
o Communication among parents, teachers, and administrators increase, and family,
school, and community connections multiply.

It is clear that having a student in a building for six years will promote more parental buy-in and
involvement in a child’s secondary education than when a child is in a school for 3 or 4 years. Six
grades will include more families with two or more students in the school at the same time. Those
families will find it easier to be a part of the school support structure while dropping off and picking
up students from the same site. Parental involvement during conferences will likewise be greater.
Red Plan Plus will locate secondary schools closer to the homes of students to increase the chance
that more families will be involved with the school and their children’s’ education. It is the goal of
some of the members of Red Plan Plus to implement Project Appleseed in each of the three
secondary buildings. Project Appleseed is a major educational resource and advocate for parents and
families engaged in the pursuit of life, liberty and happiness in America’s public schools. This
organization is a catalyst in the implementation of effective, research based model parent and
community involvement programs that increase social capital, improves the lives of families and
revitalizes schools and communities across the United States.

Red Plan Plus — Page 8 of 15

Section 5. Transitions
Multiple research studies show that student performance is negatively affected by moving from one
school building to another (elementary to middle, middle to high school.) Students would be more
comfortable with teachers that they will know well. Students who build relationships with caring
adults, do better in school, discover new skills and ideas, and develop confidence in themselves and
their future.
Red Plan Plus, having grades 7-12 in one building would foster a more positive learning
environment and greater parental participation. Teachers and students would get to know each other
well. Students would feel a part of their school from an early age. Staff who know students better
could pick up on possibly important changes in behavior and intervene when appropriate. Many
parents have voiced a preference for having their 6th grade student remain in the elementary school.
• Alspaugh (1999) found a significant achievement loss during each transition year. He also
found that some students regain what is lost in the following year, but it would seem that
students who make fewer transitions need fewer years to make up for achievement losses
caused by transitions. The dropout rates were lowest for both boys and girls in high schools
with grade spans from 7-12 in which the transition occurred in 7th grade. A raise in the grade
level of transition to high school was associated with an increase in dropout rates – especially
noted with transition at 9th or 10th grade. The higher the grade at transition was noted to have
the higher dropout rate. (John W Alspaugh, The Interaction Effect of Transition Grade to
High School with Gender and Grade Level upon Dropout Rates, April 1999)

• Lee and Smith (1997) found an interesting relationship between total school enrollment and
student learning. One of their suggestions for improving student learning was to use the
schools-within-schools concept to effectively reduce the students in a grade level for
increased learning. The findings of this study suggest that the number of students per grade
could be reduced by expanding the grade level configuration for all schools and transitioning
students at an early age.

• Another study found that each time students switched schools, their feelings of anonymity
increased. Researchers who found that sixth-grade students in both elementary and
combination K-12 schools outperformed students in middle schools or junior high schools
considered the number of transitions a significant factor.

Red Plan Plus — Page 9 of 15

Section 6. Extracurricular Opportunities
• Retaining three high schools keeps opportunities for student involvement at a maximum.
More students would benefit from being a part of their student government, theater, athletics,
music, yearbook, or any other extracurricular activities. Studies show that involvement in
extracurricular activities keeps kids in school.

• Extracurricular programming with six years of continuity in sports, fine arts and other areas
could start in the 7th grade to make our schools more competitive.

• Extra-curricular programs for the 7th and 8th grade could increase the success of the younger
students, effectively “hooking in” the students, giving them reasons to become part of the
culture of the school.

• With Red Plan Plus, the three schools could compete against each other rather than having
to travel a long way to compete against other large high schools. By eliminating one high
school, 1/3 of Duluth's high school students may not be able to participate in extracurricular
activities.

• Students who spend no time in extracurricular activities are 49% more likely to use drugs and
37% more likely to become teen parents than those who spend one to four hours per week in
extracurricular activities (United States Department of Education. No Child Left Behind: The
facts about 21st Century Learning. Washington, DC: 2002

• Participation in extracurricular activities provides all students - including students from

disadvantaged backgrounds, minorities and those with otherwise less than distinguished
academic achievements in high school - a measurable and meaningful gain in their college
admissions test scores (Howard T. Everson and Roger E. Millsap: College Entrance
Examination Board: 2005)

• Participation in extracurricular activities in high school appears to be one of the few

interventions that benefit low-status, disadvantaged students (Harvard Educational Review:
2002)

• Involvement in extracurricular activities helps in lowering the dropout rate, raises grades, and
gives students better odds of graduating from high school and attending college. Teen
pregnancy, drug use and acts of delinquency also decrease through extracurricular
participation (Dr. Jason M.Smith, Assistant Professor of Sociology, University of Alabama-
Huntsville)

• If students fail even one middle school class, their chance of dropping out in high school
increases to 50%. Through the implementation of extracurricular activities, students have the
chance to connect, find purpose, and become part of their schools culture (Get Them
Hooked: The Benefits of Extracurricular Activities in Middle School: The Phoenix Falls,
Aug. 2009)

Red Plan Plus — Page 10 of 15

 • Extracurricular activities benefit all students, especially at-risk youth. Extracurricular
activities enhance status, provide links to peer networks, and foster connection to the school
culture. These factors keep many at-risk youths from dropping out (Cairns, R., & Mahoney,
J. (1997) American Psychological Association)

• Participation in interscholastic sports and fine arts activities promote citizenship and
sportsmanship. They instill a sense of pride in community, teach lifelong lessons of
teamwork and self-discipline and facilitate the physical and emotional development of our
nation's youth (The National Federation of State High School Associations (NFHS))

Section 7. Social Opportunities

• With Red Plan Plus, the buildings would be more diverse. Students need to attend schools
with a diverse population to develop an understanding of the perspectives of children from
different backgrounds. All people need to learn to function in a multicultural, multiethnic
environment.

• 7-12 grade structure offers the possibility of supervised “mentoring” of 7th and 8th grade
students by upperclassmen.

Section 8. Transportation
Changing the location and number of schools will have direct effects on student transportation.

• Travel, because of Duluth’s long narrow shape, is more of an issue than at any other
Minnesota school district. Retaining middle and high school grades in the central corridor
will avoid long travel times for students in rural areas and enhances parent and student
participation in all school related activities.

• Shorter bus rides for students, closer commutes for parents, thus making it easier to be
involved with the school.

• Those who drive themselves will need parking places, an issue that has generated great
public consternation in both East and west high school neighborhoods. Adding one more
school will reduce the parking needed at Denfeld and Ordean by one third at each site.

• Students in grades 7-12 from Island Lake and Pequaywan Lake have ridden the same bus
without any bullying issues for years until start time scheduling changes this year.

Red Plan Plus — Page 11 of 15

Section 9. Non-educational Advantages

The vitality of neighborhood schools has a direct effect on adjacent businesses and the desirability of
different neighborhoods for young families moving to Duluth. Removal of all schools in the central
corridor will have a substantial negative effect on that part of Duluth. Just as closing of Washington
Junior High School and moving of Central to the top of the hill caused economic stagnation in
downtown Duluth for 30 years, so will closure of the current Central High. Retaining Central as a
Middle/High school:

• Shows respect for people with divergent views

• Gives a voice to Central Duluth citizens who feel they don’t have one now.

• Allows Central Entrance businesses to maintain a good base of consumers and employees to
keep Central Duluth economically alive.

The retention of schools in all parts of Duluth will do a lot to give voters the feeling that the school
district is listening to them.

• Builds support for the passage of future levies

• Millions of dollars in savings could be put towards enhancing academic and special
programming instead of building/operating facilities.

Section 10. Local Research

Proponents of the Red Plan state that their plan is based on public input. Community meetings
presented two versions of a two-high school plan and a single high school plan as the only choices.
District representatives asked for input limited to those three possibilities.

Some of the parents involved in the Red Plan Plus proposal participated in those meetings and
requested the district representatives to consider more options based on grade configuration other
than K-5, 6-8, 9-12. Those requests were repeatedly rejected.

ISD 709 Survey

In addition to the public meetings, the district hired Decision Resources Ltd. from the Twin Cities to
survey public opinion. Their survey (available on the district’s website) was done over the telephone
and it offered the same two and single high school options with no chance for subjects to add
alternative suggestions. The district has defended this as scientific even though the survey collected
opinions from just 300 people.

Those who participated were not random. 38% lived in the East high school area. Only 27% lived in
the Denfeld area. The results of these superficial measures were predictable. Two thirds of

Red Plan Plus — Page 12 of 15

Duluthians were relieved that their part of town wasn’t scheduled to lose a high school. Central
Duluth was largely disregarded because of perceived lower political power and was considered as
necessary collateral damage. In addition, the survey paid for by Duluth taxpayers asked if the phone
owner would favor or oppose the school district issuing bonds to finance the cost of the new
facilities. Only 46% were in favor or strongly in favor – certainly not enough to support a
referendum on the issue.

Fall 2009 survey of Duluth high school students

The most extensive survey of Duluth opinion was done among high school students last fall. The
survey was administered during home room at all three high schools. Fully 55% of all enrolled
Duluth high school students participated – the greatest number being at East (767) with Denfeld
(586) and Central (403) trailing. The Duluth News Tribune reported on Oct 29th 2009 that in this
huge group of students (nearly six times the number surveyed by ISD-709) only 23% supported the
Red Plan (8% strongly and 15% somewhat). In the same survey 26% of all Duluth high school
students supported the three high school Plan B (13% strongly, 11.5% somewhat).

December 2009 Survey of Duluth Voters

Members of the Red Plan Plus group believed that a survey of a greater number of people in
Duluth was needed. Though not randomized by telephone number, our survey group was
randomized by location, date and surveyor. Eight different surveyors used a printed survey to obtain
the opinions of Duluth voters at a wide variety of sites in early December 2009.

Adults who live in the Duluth school district were surveyed at Bentleyville, local businesses and
industries, a medical clinic waiting room, Heritage Hockey arena, an emergency room, a beauty
salon, a church, door to door in Duluth Heights, Piedmont Heights, Woodland and the east Hillside.
Those who initially refused were told their opinions were valid and important – many reconsidered
and participated. The findings are in stark contrast to what the district has held on to for justification.
This diverse group of Duluthians was included because they were told their opinions mattered
whether or not they owned a phone and even when they initially declined to participate (Decision
Resources did not call people back who hung up on them). The number who favor the red plan is
even lower than the percentage of high school students who were in favor in October. Just 11% favor
the Red Plan. In stark contrast, over 88% were in favor of a three secondary school 7-12 plan.
Approval varied little according to where the voter lived. Those in the Denfeld zone favored it by
89%. Support was 84% in the East area and 90% with Central voters. Other concerns were expressed
for moving students from school to school, the likelihood of needing a huge tax increase to finish the
Red Plan, and the transportation problems that will come with creating two huge high schools.

Interestingly, it is the loss of opportunity to participate in music, athletics, theater, and student
government that raises the greatest amount of concern among Duluth school district voters. Ninety-
two percent of average Duluth voters believe that limiting opportunities for one-third of the high
school students will cause many problems. In a meeting at Duluth Central High School on
November 9th, Mr. Dixon and ISD-709 administrators were asked how the reduction in opportunities
for participation would be addressed to try to include students from the central part of Duluth who

Red Plan Plus — Page 13 of 15

may not have easy transportation. We were told with a smile that if we had a 7-foot tall son, any
coach would find a place for him on the team. Parental concerns were minimized.

The findings:

Do you favor the Red Plan? No-77% Yes-11% Uncertain-12%

If Duluth could reduce the

number of times students move
from school to school would
you be in favor? Yes-82% No-5% Uncertain-13%

Do you believe the tax rate

needed for Duluth schools
will need to be increased? Yes-71% No-11% Uncertain-18%

Do you believe two high schools

will lead to more student
transportation problems? Yes-78% No-10% Uncertain-12%

Are you concerned that two

high schools might cut opportunities
for students to participate in
extra-curricular activities? Yes-92% No-6% Uncertain-2%

See attached survey results and breakdown.

Survey of Principals in Minnesota Schools Using 7-12 Grade Configuration

The Red Plan Plus group also believed that Duluth could learn something from other Minnesota
school districts that use the 7-12 secondary school configuration. Currently over 200 schools in
Minnesota use the 7-12 grade configuration. We prepared a survey of principals of the largest of
these schools.
Though a variety of opinions were expressed by principals regarding academics, student interaction
and extra-curricular programming, they were unanimous in regard to two of the questions: none of
the schools have separate entrances for the 7-8 graders (often related to security interests) and all
acknowledge more behavior problems in the 7-8 graders than students in the other grades.
Over 80% believed the presence of older students in the building had a consistently positive effect
on the younger students. Some schools have specific programs that utilize 11-12 student leaders to
directly mentor 7-8 graders.
Although parents who move into a district with a 7-12 school may express to the administrators that
they fear bullying by older students, principals say those fears have not been borne out. Others note

Red Plan Plus — Page 14 of 15

benefits where younger students are given the opportunity to take advanced classes and in extra-
curricular activities.
More than half of principals identified increased opportunities for academics and extracurricular
participation in the 7-8 grades by utilizing the 7-12 structure. Some pointed out that the advanced
students could participate beyond grade level in athletics. It is also true that academic opportunities
like Knowledge Bowl, Science Olympiad, etc. can include more students of more grades for more
years without duplicating the entire organization at another site.
The physical structure of the building seems to be a perennial issue. All wanted more gymnasium
space to promote physical fitness. Half of principals were extremely interested in renovating some of
their structure while others realized that economics dictated that they put up with the floor plan they
have. With the constantly evolving curriculum, one principal wondered about flexible classroom
spaces. All reported that they effectively dealt with some separation of the students with scheduling
of arrival and departure, hallway passing, and lunches.
In summary the principals were asked whether the structure met their academic and social needs.
Overwhelmingly the respondents felt that the academic needs were being met. They pointed out that
teachers who were assigned to both older and younger students didn’t need to travel from one
building to another. Most felt that there were ongoing social needs particularly around the needs of
7-8 graders. As one put it, this would probably be the case in a middle school also. Principals
responding were overwhelming satisfied with the 7-12 grade configuration.

Red Plan Plus — Page 15 of 15

 East, 181, 26%

Which high Central, 339,

school serves 49%
Denfeld, 165,
your 24%
neighborhood?

No 3% Uncertain
8%

If the Duluth
school district Yes
89%
had three 7-12 Denfeld
grade schools in
(remodeled
Ordean,
Central, and
Denfeld), that No Uncertain
7% 9%
reduced
student travel,
increased
student Yes
participation 84%
East
and parent
involvement
and also cost
less, would you
be in favor of Uncertain
No
this option? 6%
4%
(answers
grouped by
neighborhood Yes
of respondent) 90%

Central
 Yes
11% Uncertain
12%
The red plan promises to save money
through operating fewer buildings by
having four secondary schools: an
Eastern Middle school, an Eastern No
77%
High School, a Western Middle school,
and a Western High school. Do you
favor the red plan?

No
Uncertain
Research shows that in school districts
where students move from school to
school more times (Elementary to Yes, 82%
Junior High; Middle to High), academic
performance suffers, and dropout
rates increase. If the Duluth school
district could reduce the number of
these transitions would you be in
favor?
No

Uncertain
The property tax levy to complete the
red plan was calculated in 2006. With
Duluth property values dropping and Yes , 71%
the dried-up real estate market, do
you believe the tax rate will need to
be increased?

No
Uncertain
Do you believe there will be any
increase in student transportation
problems with fewer secondary Yes , 78%
schools?

Uncertain
No

Are you concerned that fewer

secondary schools in Duluth might cut
opportunities for students to
Yes , 92%
participate in extra-curricular activities
like music, athletics, theater, student
government, etc?
Summary of Research
(Look, 2006) National Organization of Secondary School Principals

The discussion around grade configurations offers a broad range of opinions regarding the key
drivers for choice of grade configuration. Some authors feel that it is primarily driven by student
academic achievement; others reference the need to attend to the social, emotional and psychological
needs of Students at different stages in their lives; and others point to the need for schools and school
districts to consider other factors such as funding availability; facility issues; distances between
schools; rural versus urban; declining or growing enrollment; transportation costs; and community
perceptions.

Despite many citations of the benefits or disadvantages of different grade configurations, it is

generally acknowledged that the body of viable evidence around any particular model is relatively
weak and/or open to interpretation. Researchers point out the need for a national database to enable
research into issues associated with grade-span configurations in a more comprehensive, systematic
and unbiased manner.

Many authors suggest that it is not the grade configuration per se that is the central issue, but that of
offering a quality program in an effective manner. For example, one suggests:
“In theory…any school with a nurturing learner-centered environment, staffed by
competent, caring teachers who fully implement promising practices should be able to
document positive student outcomes. Certainly parents should be engaged in the learning
process and transitions by students from one grade level to the next should not be disruptive.
Students and their families have the right to a safe, healthy learning environment. Schools
that can provide these things also should be able to maximize student success as measured by
academic achievement, attendance and graduation rates, discipline problems, and the health,
well-being and safety of well-adjusted student learners.” (Hough, 2005).
_________________________________________________________________________________

(Anfara, 2008)

Currently, a number of school districts, particularly large, urban ones, have converted their middle
grades schools (generally grades 6-8) to K-8 or 7-12 schools in an attempt to improve academic
outcomes for young adolescents. However, there is little empirical evidence, to date, to suggest that
simply shifting students from one type of grade configuration to another will improve their academic
performance. Recent research suggests that improving student academic (and other) outcomes is less
likely to be associated with the specific grades housed in a building as opposed to how young
adolescents are being educated in these schools.
Implications for Practitioners and Policymakers

Researching the topic of grade configurations leads to a very consistent set of questions that should
be addressed by each district and its school administrators and school boards when examining the
issue of grade configurations. These include:
• Will the grade configuration increase or decrease parent involvement?
• How many students will be enrolled at each grade level and what implications does this have
on course offerings and instructional grouping?
• How many transition points will occur? How will these be addressed?
• How will the presence or absence of older students affect younger students?
• Is the design of the school building suited to this grade configuration?
• What is the cost and length of student travel?
• What are the opportunities for interaction between age groups?
• What are the effects of the grade configuration on curriculum? Is there better continuity and
articulation in curriculum with fewer gaps and overlaps?
• Are there stronger ties among schools, students, and parents?

In conclusion, the research evidence is clear on one aspect of grade configuration—no particular
sequence of grade spans, in and of itself, guarantees student success or improved achievement.
_________________________________________________________________________________

(Perry, 2005)

Neshannock Township School District is taking a proactive approach to educating its staff members,
students, and community about best practices for the education of adolescents. Through
developmentally appropriate teaching methods and age appropriate programming, we nurture the
social, emotional, physical, and intellectual needs of our students. Since the implementation of our
middle level programming, our students have continued to achieve academically, our junior high
retention numbers have disappeared, and discipline referrals to my office are few and far between. A
7–12 grade configuration does not have to limit the ability to provide appropriate middle level
programming. Middle level education is not a building or a place; it is a program created to be
developmentally responsive to the needs of adolescents.
_________________________________________________________________________________

(Grade Configuration in K-12 Schools, 2005)

What factors do school districts consider when deciding on grade configuration?

How do grade configurations affect transitions?

The division of elementary schools into configurations that include fewer grades requires that
students make several transitions from one school to another. Researchers note that transitions can
be stressful for students:
 • Alspaugh (1999) found a significant achievement loss during each transition year. He also
found that some students regain what is lost in the following year, but it would seem that
students who make fewer transitions need fewer years to make up for achievement losses
caused by transitions.

• Another study found that each time students switched schools, their feelings of anonymity
increased. Researchers who found that sixth-grade students in both elementary and
combination K-12 schools outperformed students in middle schools or junior high schools
considered the number of transitions a significant factor. This study considered 8 schools
with 7 different grade spans with student populations of 82 to 1,200. The schools were
located in both urban and rural settings in 5 northwest states. The number of grades in the
schools ranged from 1 to 11 (Paglin & Fager, 1997).

(1997, March). Retrieved from Developmental Psychology; 33(2):241-53.

Anfara, B. S. (2008, February 19).

http://www.principals.org/s_nassp/sec.asp?TrackID=&SID=1&DID=57004&CID=937&VID=2&
RTID=0&CIDQS=&Taxonomy=&specialSearch=.

Retrieved December 2, 2009, from National Association of Secondary School Principals:

http://www.principals.org/s_nassp/sec.asp?TrackID=&SID=1&DID=57004&CID=937&VID=2&R
TID=0&CIDQS=&Taxonomy=&specialSearch=

Grade Configuration in K-12 Schools. (2005). Retrieved November 30, 2009, from Clearinghouse
on Early Education and Parenting.

Logan, W. &. (2008). Connections through clubs: Collaboration and coordination of a schoolwide
program. Professional School Counseling, 12(2), 157-161. Retrieved December 3, 2009, from The
Phoenix Falls: http://thephoenixfalls.wordpress.com/2009/08/27/get-them-hooked-the-benefits-of-
extracurricular-activities-in-middle-school/

Look, D. (2006, January). Grade configuration discussion. Retrieved December 2, 2009, from
http://www.pleasanton.k12.ca.us:
http://www.pleasanton.k12.ca.us/Superintendent/Downloads/Grade%20Configuration.pdf

Perry, N. (2005, January). Defining the middle Ground. Retrieved December 2, 2009, from
NASSP.org: http://www.principals.org/s_nassp/bin.asp?CID=686&DID=49146&DOC=FILE.PDF