In Los Angeles’s San Fernando Valley, James Jordan Middle School (JJMS) serves approximately 460 sixth, seventh, and eighth-grade students. Similar to other NCUST award-winning schools, a positive, transformational culture is the cornerstone to student success. Average daily attendance is over 96%, disciplinary incidents are remarkably rare, and students report they are cared for, safe, valued, and respected at school. Frequent, positive acknowledgment and celebration (e.g., Friday Free Dress wristbands, merit points for exhibiting positive behaviors, regular award ceremonies, and school-wide festivals) affirm to students that they are capable of modeling good citizenship, respecting others, and making the world a better place.

At JJMS, educators aim to provide all students with the skills they need to earn a college degree. However, students enter sixth grade with a wide range of academic skills and needs. To meet each student’s needs, the school serves students in homogeneous groups (grouping students with similar ability levels and needs); however, the school avoids tracking by ensuring that grouping is data-driven and flexible. As students demonstrate growth, they are moved into different sections. Additionally, growth is made more likely because students with greater needs have smaller class sizes and often have a second adult assigned to the classroom. The likelihood of academic growth is also enhanced by access to tutoring during lunch, breaks, after school, and intersessions. Perhaps, most importantly, when students are served in lower-level classes, they often have a second class that focuses on grade-level standards. Students are not denied access to rigor. Instead, they are given support that allows them to learn rigorous concepts successfully.