Abstract

This study analyzes the content and instructional practices of the middle level writing program in California. Curricular and instructional components are described, classified and analyzed to assess the degree to which different writing experiences for children at the middle level vary within different school grade-span organizational types—K-8, 6-8, 7-8, and 7-9.

Data were collected by surveying 771 English/language arts teachers, school counselors, and building principals from 178 California schools. Univariate and multivariate statistical procedures were used to describe the type of writing program middle level grades children experience. Differences among various writing curricula and instructional components are explained relative to school organizational type, that is, grade-span configurations. Underlying interrelationships among the variable set are conceptualized into four domains: (a) teacher characteristics, (b) the writing program, (c) philosophical commitment to middle level programs and practices, and (d) policies that impact the writing program.