Keep Westford’s 6-8 Program for the Best Learning Experience
The proposed move of Westford 6-8 graders to Essex Middle School (EMS) would disrupt students' education, strain families, and weaken the Westford School community. Keeping middle school students in Westford provides a stable, high-quality learning environment that fosters academic success, strong relationships, and a close-knit school culture.
Stability and Fewer Disruptions
Research indicates that frequent transitions harm students’ learning and emotional well-being. Moving 6-8 graders to EMS creates an unnecessary additional transition that will negatively impact students. Key findings include:
Academic Challenges
Disrupted Learning Continuity: Frequent school changes can disrupt the continuity of a child's educational experience, making it harder to build on previously learned knowledge and skills
Decline in Academic Achievement: Students' preoccupation with feelings of isolation and loneliness during school transition could result in poor grades and a decline in academic achievement
Emotional and Social Impact
Increased Anxiety and Stress: Many researchers regard school transitions as one of the most stressful events young adolescents will experience
Challenges in Social Integration: Students have to navigate new social hierarchies, peer groups, and cliques, which can be confusing and challenging to adjust to
Long-Term Consequences
Increased Dropout Rates: Starting high school on a low academic track and with low academic performance often leads to dropping out of high school
Westford Offers a Better Learning Environment
Maintaining a smaller, student-centered middle school that emphasizes personalized education and fosters strong teacher-student relationships can lead to improved academic and social outcomes.
Essex Middle School has seven times the number of students as Westford’s middle school
Westford provides a smaller, student-centered learning environment where every child is known and supported
Positive teacher-student relationships are particularly beneficial for low-income students, leading to higher academic performance and better social-emotional adjustment
Supportive teacher-student relationships are essential for healthy student development and can assist students who are at risk of school failure
Personalized learning approaches can increase equity in education by addressing individual student needs and promoting fairness in educational opportunities
The current model allows for personalized education and stronger teacher-student connections, leading to better outcomes
Transportation and Logistics Create Unnecessary Hardships
Families will face longer and more complex transportation schedules
Westford parents will struggle with morning drop-off, afternoon pick-up, and transportation to after-school activities
Bus commutes will increase dramatically, with some students spending up to 85 minutes each way on the bus
No school-provided sports transportation means families must coordinate their own rides, creating additional burdens
Research indicates that prolonged school bus rides can negatively impact students' academic performance, attendance, and overall well-being. Key findings include:
Increased Absenteeism
A study found that students with bus rides exceeding an hour had an absenteeism rate of 12%, missing approximately one more day per year compared to peers with shorter commutes
Long bus rides have been linked to decreased attendance and higher chronic absenteeism among students attending district-choice schools
Reduced Academic Performance
Extended commute times can lead to early pick-up schedules, reducing students' sleep and time available for homework, which may adversely affect academic outcomes
Long bus rides may decrease time for homework and extracurricular activities, potentially leading to lower academic performance
Health and Well-Being Concerns
Prolonged bus travel can increase exposure to air pollution and elevate stress levels, contributing to physical and mental health issues
The Future of Westford School Is at Risk
Moving grades 6-8 to EMS leaves five empty classrooms at WES
WES per pupil cost will increase by 33%
The claim that this change will save money is questionable—facility costs will remain the same while resources are shifted away from Westford
Reducing enrollment makes WES more vulnerable to further cuts or even closure in the future
EWSD has not provided a clear, transparent plan for the long-term future of Westford School
Adding middle school transportation from Westford to EMS increases transportation costs for the district
Losing Teachers Weakens Our School
A 40% drop in student population will directly impact staffing
Programs like PE, Art, Music, and Library could face reductions, and beloved teachers will leave for full-time jobs elsewhere
If all the specials teachers leave, and new part time staff fills those roles, it will disrupt the school continuity and community that has been built for years
Westford’s dedicated educators have built relationships with students over years—losing them will negatively impact student success and school culture
Case Study: Waterbury & Duxbury Consolidation
The consolidation of the Waterbury and Duxbury school districts serves as a notable case study illustrating the impact of merging educational institutions on staffing.
Teacher Layoffs & Rehiring Process: As part of the consolidation, all teachers and support staff were laid off and had to reapply for their jobs. This led to the loss of some educators who were not rehired or chose not to return
Disruptions to Specialized Programs: The consolidation resulted in cuts to specialized teaching positions, impacting programs like art, music, and special education
Increased Class Sizes & Strain on Resources: With fewer teachers and specialists available, class sizes grew, and remaining staff faced higher workloads, reducing the level of individualized attention students received
Community & Student Impact: Parents and students expressed concerns about the loss of familiar teachers, the reduced availability of enrichment programs, and the overall shift in school culture
The Westford School Community & Student Interconnection
Westford School is the heart of our community:
Middle schoolers mentor elementary-aged students, creating strong bonds across grade levels
Families and students have a shared identity and pride in their school
Westford has only four gathering spaces for community events—Essex has hundreds
Keeping our middle school intact strengthens our town’s sense of connection and belonging
Supporting Research:
"The Impact of School Transitions on Student Achievement" (American Educational Research Journal) – This study found that fewer transitions can lead to better academic outcomes as students maintain more consistent educational experiences View article
"A Study of Pre-K–8 Schools and Student Performance" (National Center for Education Statistics) – This report noted that students in pre-K–8 schools tend to have higher performance rates on standardized tests compared to their peers in K–5 or 6–8 schools, particularly in literacy and math View article
Research from the International Journal of Educational Leadership found that the continuity of education provided by pre-K–8 schools, in terms of both teaching staff and academic expectations, promotes better student behavior and improved test scores View article
"School Consolidation and Community Impact" – This research examines the effects of school consolidation on local communities, emphasizing the negative impacts on the local economy, social capital, and community cohesion. It argues that the role of schools in strengthening community relationships is often overlooked and that a more comprehensive evaluation of consolidation should consider these broader community effects View document
"Students' Need for Belonging in the School Community" – This article reviews research on students' sense of belonging within the school community, addressing whether belongingness is important for educational settings, whether students currently feel part of their school community, and how schools influence this sense of community. Using a social cognitive perspective on motivation, the article suggests that schools often adopt practices that neglect or even undermine students' need for belonging, which impacts students' behavior and overall well-being View article
“60 Years of Research on Small Schools”
The article on small schools outlines the significant benefits of smaller learning environments, emphasizing better student outcomes, higher safety, and stronger community bonds. Small schools promote lower dropout rates, higher academic achievement, and improved teacher efficacy. These benefits arise from closer relationships between students and teachers, a supportive school culture, and more personalized attention. The research suggests that true small schools, defined by student populations of around 300 or fewer, offer better results than larger institutions. View article
“What Research Has Found About Small Schools”
The article discusses research on the benefits of small schools, highlighting that students in smaller schools tend to have higher academic achievement, better attendance, and greater emotional well-being. Small schools foster closer relationships between teachers and students, improving both engagement and learning outcomes. The research also shows that these schools can be more responsive to individual needs and can create stronger communities, offering students a more personalized and supportive educational experience. View article
“Academic and Non-Cognitive Effects of Small Classes”
This article reviews research on the benefits of small class sizes, particularly in the early grades, and how they improve academic and non-cognitive outcomes. Key findings include better student behavior, engagement, and a stronger sense of belonging. Teachers in small classes also report improved morale and closer relationships with students. The article identifies three principles that explain these benefits: increased instructional time, personalized support, and stronger student identification with the class and school. These principles may also be applied in larger classes to improve outcomes. View article
What You Can Do
We need to stand together to protect Westford’s middle school. Here’s how you can help
Attend community meetings and share your concerns
Speak up to EWSD Board members about why keeping Westford’s 6-8 program matters
Spread the word—talk to neighbors, share this page, and get involved