Increasing Instructional Time to Support Student Success
Students across the country, including those at Crawford County Middle School in southern Indiana, faced significant academic challenges following the pandemic. Principal Tarra Carothers recognized the need for intervention and took decisive action two years ago by doubling instructional time for math and English. As a result, students now spend two periods each day on these critical subjects. The change has yielded positive results, with ILEARN scores in English language arts rising by over 8 percentage points from 2024 to 2025.
Despite this success, the broader trend in Indiana middle schools is less encouraging. While math scores have shown some improvement, middle schoolers are struggling more than students in other grade levels in English. State test scores reveal that ILEARN English proficiency rates for seventh and eighth graders have declined since 2021, with a particularly sharp drop among seventh graders. Although sixth graders’ performance has improved slightly compared to four years ago, their scores fell over the past year.
Indiana has invested heavily in early literacy, emphasizing the science of reading, but these efforts have not yet benefited current middle schoolers. ILEARN English scores for third and fourth graders have risen, albeit modestly, with improvements uneven across districts.
The Board of Education raised concerns about middle school performance during a meeting on July 16. Secretary of Education Katie Jenner emphasized the need to provide additional support to ensure all middle school students can read effectively.
Strategies for Improvement
Middle school leaders believe targeted strategies can help turn things around. In addition to increasing instructional time for core subjects, some schools are participating in a pilot program that allows students to take ILEARN at multiple points throughout the school year rather than just once in the spring. This approach provides data-driven insights and enables educators to offer timely remediation, which has led to better test scores.
Katie Powell, director for middle level programs at the Association for Middle Level Education, highlights the unique developmental stage of middle schoolers. She notes that post-pandemic students are harder to engage, report higher stress levels, and are less willing to take academic risks. Powell emphasizes that middle school is an “optimum time” to support students, as they are undergoing rapid brain and body development.
Crawford County Middle School exemplifies this approach, with nine daily periods and two periods each for math and English. Unlike many schools that use block scheduling with classes every other day, Crawford ensures students attend every class daily. This model has resulted in double the instructional time for key subjects. Despite shorter periods, student performance in other subjects like science and social studies has improved, according to Principal Carothers.
Data-Driven Approaches to Student Achievement
At Cannelton Jr. Sr. High School, the first three periods of the day are 90 minutes long, allowing students to spend more time on English or math. This extended time has contributed to a nearly nine percentage point increase in ILEARN scores for sixth through eighth graders.
Schools are increasingly using data to track student progress. Cannelton Principal Brian Garrett credits the school’s focus on data collection as a key factor in its success. Students take benchmark assessments early in the school year, enabling teachers to identify knowledge gaps and adjust instruction accordingly.
This strategy is now being adopted statewide. The state will implement ILEARN checkpoints, allowing students to take versions of the test three times during the school year. The final assessment in the spring will be shortened. Over 70% of Indiana schools participated in a pilot last year, and the initiative aims to make test data more actionable for families and educators.
Indian Creek Middle School Principal Kim Davis believes that ILEARN checkpoints, combined with reflection and targeted remediation, have helped improve instruction throughout the year. By identifying specific standards where students struggle, teachers can tailor their lessons and provide more effective support.
Targeted Feedback and Continuous Improvement
Eastwood Middle School Principal James Tutin highlights the importance of using data to inform instruction. The district previously used the NWEA assessment, which measured growth but did not align with Indiana state standards. Last year, the district transitioned to ILEARN checkpoints and adopted Otis, a service that collects weekly data. This approach allows teachers to address learning gaps promptly and provide targeted feedback.
Both Davis and Tutin emphasize that checkpoints alone are not enough; they must be paired with teacher collaboration and reflection. This process encourages educators to ask difficult questions and evaluate their teaching methods continuously.
“We’re headed in the right direction and that’s very exciting,” Davis said. With ongoing efforts to improve instruction and support student needs, schools across Indiana are working to ensure that middle schoolers receive the tools they need to succeed.