Middle School Champions of Change

EIF’s (MC2) program encourages and rewards academic excellence in middle school. A full-time Middle School Liaison meets with students to discuss skill-building and college awareness, and to encourage academic achievement. Students who meet certain academic and behavioral requirements are recognized at EIF events and activities. This program helps create a college-going culture and encourages academic success in middle school which are critical to high school completion and college entry.

Why Middle School?

Research shows that the transition from middle school to high school is an important step in students’ academic careers. [1] When middle school students carry appropriate expectations about what high school entails, the level and quality of work they will be required to complete, and the benefits of a high school diploma and a college degree, they are more likely to have a smooth transition to high school.[2]

According to the Department of Education, by eighth grade, 80 percent of students intend on earning at least a college degree.[3] While this is promising, we must ask: what happens between eighth grade and high school graduation and why are 80 percent of our students not earning a college degree?

For a successful transition from middle school to high school, students need a support system that not only prepares them for the changing environment, but also encourages them to start thinking about college at a much earlier age.[4] Studies demonstrate that middle school students benefit from a continuity in programming and personnel that fosters appropriate expectations about time management, study skills, and other features of the social and academic environments of high school.[5] This is where EIF steps in.

Our Goal

The goal of the Middle School Champions of Change program is to allow more students the opportunity to experience the benefits of the EIF program early enough to make an impact. Engaging students early is not only the key to retaining students in the EIF program, but also to improving their transition from middle school to high school, increasing graduation rates, and ultimately increasing their likelihood of continuing on in postsecondary education with the college readiness skills necessary to succeed. By working with the middle schools that directly feed into EIF high schools we are able to give these students a head start in planning for a sucessful future.

The Program

Academic Celebrations
Celebrations occur every twelve weeks to honor middle school students’ academic achievement and publicly congratulate them on their accomplishments.

Rewards for top students
Recognition for honor role and good attendance
Awards, raffle prizes, and trips inside the Money Machine

Middle School Roundtables Every week an EIF staff member heads over to the middle schools to have a casual lunch with small groups of students. The groups meet for 10 week sessions and include students from 6th, 7th, and 8th grades, most of which are students who are not performing to their academic potential. As a group they talk about everything from what it's like to be in high school to the possibilities a college degree offers.

Opportunity for the students to build a relationship with an EIF staff member and to learn more about high school and EIF expectations.
Discussions revolve around the transition to high school, building character, and college dreams.

[1] See for example: Barber, B. K., & Olsen, J. A. (2004). “Assessing the transitions to middle and high school.” Journal of Adolescent Research, 19(3).

[2] National High School Center. (2007). “Easing the transition to high school: Research and best practices designed to support high school learning.” Available at: http://www.betterhighschools.org/docs/NHSC_TransitionsReport.pdf

[3] U.S. Department of Education. (2002). “Coming of age in the 1990’s.” Washington D.C.: U.S. Government Printing Office.

[4] Mizelle, N. B., & Irvin, J. L. (2000). “Transition from middle school to high school. Middle School Journal, 31(5), 57–61.

[5] Morgan, L. P., & Hertzog, C. J. (2001). Designing comprehensive transition plans.” Principal Leadership, 1(7), 10–18.

| Privacy Statement | Terms Of Use |