Students moving from elementary to middle school may experience increases in academic rigor in school assignments that call for a thorough, in-depth mastery of academic subjects and content areas. Middle school teachers enhance rigor by consistently creating high expectations with students completing assignments. Students are expected to complete more assignments and homework independently at this grade level. Coursework requirements at this level are less flexible than in the elementary school setting. By being consistent, middle school teachers help build student capacity in overall student responsibility, autonomy and confidence in completing assignments.
Transition to middle school is more difficult by high stakes testing requirements. Student scores on high stakes testing affects school report cards and evaluation. Parents should attend school meetings to learn about the concerns, expectations and questions their children have about state and national testing requirements. They should stay informed about the national, state and local testing requirements that may be screening gates for student promotion to the next grade level. Federal testing requirements as outlined by No Child Left Behind Law require students to be tested in reading and math for all middle school grades, which can create testing anxiety and subsequently lower the student's ability to perform on tests.
English Language Learners who are taught mostly in their primary language in elementary school may find it difficult to read and write fluently in English upon entering middle school. Difficulties mainly exist because once these students head to middle school from elementary school, they usually are placed in all-English classrooms and no longer receive bilingual education services.
School counseling and special education services are available to students who need help in adjusting to middle school. Counselors and special education teachers address the issues of special needs children for whom the transition may present extra difficulties. Teachers cannot assume that students will naturally adjust to new learning environments with little or no difficulty. Students may need classroom assistance to help them maneuver through classwork and other assignments that may surpass their grade level or thinking capacity.