Heterogeneous grouping discussed at Long Beach Middle School

Parents expressed their concerns about the change to heterogeneous grouping in Long Beach Middle School at the Board of Education meeting on May 25, with most of the questions focused on high-achieving students.

The district implemented heterogeneous grouping in sixth grade early this year, and social studies, science and English Language Arts classes now include students of varying skill levels rather than those of similar abilities. There is an accelerated math program, but the district is moving toward making math heterogeneous as well in order for more students to take higher-level math earlier in their high school career.

Teachers use flexible grouping, tiered lessons and interactive learning to actively engage students of mixed learning abilities. An ELA lesson may allow students a choice of books to read, but the class will study the same theme.

Middle school Principal Audrey Goropeuschek presented a report to the school board on the school's observations on the program. Administrators found that the quality of students' work had increased, students seemed engaged in tasks and discussion, the number of disciplinary referrals had decreased by 32 percent -- and the number of students named to the honor roll had increased slightly or stayed the same. Goropeuschek acknowledged that the district was still waiting for scores from the most recent state tests.

While most of the parents who spoke at the meeting did not sound entirely opposed to the curriculum change, there was concern about how high-achieving students would fare in a class with lower-level learners. Ross Kapilian, a parent of two sixth-graders, said his children have adjusted well to life in the middle school and are enrolled in the accelerated math program, which they enjoy most. "It's precisely because the pace gets faster and the depth is greater than they experience in their other classes," Kapilian said.

He also has a son in third grade, who he said is already bored with the math curriculum. Kapilian said he was worried that without an accelerated math program, his son will continue to be bored.

Many parents said they want to get feedback from the middle school teachers on how they feel about the program and how they have been structuring the curriculum to cater to all their students' needs. "I would really love to speak to the teachers about how to prepare my kids for this kind of learning environment," said Jeanine Sofield, a parent of an incoming sixth-grader.

Goropeuschek gave examples of feedback from teachers who support the new program, but added that some teachers admit it is a challenge to cater to all learning levels.

Superintendent Dr. Robert Greenberg said that parents would have an opportunity to speak with teachers and get a copy of the syllabus for each of their children's classes at the open school night next year. The district is also creating a survey for parents of current sixth-graders so they can offer feedback on how they feel the program is affecting their children.

Joy McCarthy was one of two parents who spoke in favor of the program. The mother of special-needs children, McCarthy said that she understands the challenges of providing instruction to students of all learning abilities. One of her sons, a sixth-grader, does not have special needs, and she admitted that she was disappointed when he could not choose an honors curriculum last year.

As it turned out, however, he thrived in a heterogeneous classroom. "It really was the best thing for him," she said of the program.

McCarthy went on to say that the program helped her son meet other students, make choices and develop confidence in his abilities, and he has decided to take two honors courses next year.

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