National Forum Policy Statement

The National Forum to Accelerate Middle-Grades Reform believes in standards and assessments that lead to high expectations, foster high quality instruction, and support higher levels of learning for every student. There were researches done and these researches provided a lot of successful outcome like, there were a lot of remarkable grants given to the National Forum Board. The grants were offered by the US Department of Education. Upon receiving the grants they did research that were of significance especially on the middle level education by using the model known as “Schools to Watch” so that they could reform the school. Qprofit System review also has been researched a lot. At the same time, the National Forum believes that no single test should ever be the sole determinant of a young adolescent’s academic future, whether it be promotion to the next grade, special placement, or transition from the middle grades to high school. Rather, the National Forum encourages diverse approaches to curriculum and instruction and supports the use of multiple measures to make decisions about a student’s progress. These may include portfolios, exhibitions, performances, demonstrations, and tests that measure how well students achieve state standards.
This policy statement is grounded in the National Forum’s vision of high performing middle-grades schools, which use multiple sources of assessment information to make decisions about teaching and student learning. According to the National Forum:

Academically excellent middle-grades schools challenge all students to use their minds well, providing them with the curriculum, instruction, assessment, and support they need to meet rigorous academic standards. Students in these schools learn to understand important concepts, develop essential skills, and apply what they learn to real world settings. Teachers use a variety of methods to assess student performance, including exhibitions, projects, and performance tasks. They give students ample time and the support they need to meet the standards, including multiple opportunities to revise their work.
Developmentally responsive middle-grades schools use a wide variety of instructional strategies to foster curiosity, exploration, creativity, and the development of social skills, as well as academic achievement. These schools provide multiple opportunities for students to discover and demonstrate their own competence. Students have opportunities for voice–they pose and research their own questions, reflect on their experiences, help to develop scoring rubrics, and monitor their own progress over time.
Socially equitable middle-grades schools keep positive options open for all students, and they work to overcome systematic variation in resources and outcomes related to race, class, gender, and ability. Faculty and administrators expect high-quality work from all students and are committed to helping each student produce it. Students may use many and varied approaches to achieve and demonstrate competence and mastery of standards.