Rationale: Middle schools provide opportunities for success by offering varied learning experiences for young adolescents. A true middle school curriculum is based on student needs to allow teachers to better address these needs.

Turning Points (1989) listed eight important considerations needed in middle schools to meet the divers needs and benefit adolescents:

1. Small communities for learning within the larger school building --- "smallness within bigness".
2. A core academic program for all learners -- a general set of curriculum goals.
3. Success experiences for all students -- elimination of tracking and ability grouping, promotion of cooperative learning, etc.
4. Empowerment of teachers and administrators in making decisions about the experience of middle grades students -- academic teams and shared decision making are crucial.
5. Teachers who are expert at teaching young adolescents -- prepare and certify teachers in middle school.
6. Improved academic performance fostered through health and fitness -- whole child is important.
7. Families reengaged in the education of young adolescents -- families need to have meaningful roles in the school, and
8. Schools that are reconnected with their communities -- service projects, partnerships, and other collaborative efforts that would enhance any middle school program (based on Turning Points and George, et al, 1992).

Exemplary middle school program accomplished several positive results:

• Improved school and classroom discipline.
• Positively affected student emotional health, creativity and confidence in self-directed learning.
• Climate improved. Students felt valued by teachers and viewed school as more than just a place to meet friends.
• Faculty morale and support became more positive.
• Interdisciplinary team organization helped isolated teachers to become part of a team and develop a sense of belonging and camaraderie.
• Allowed for extensive staff development.
• Respondents experienced positive parental involvement and support after reorganization to middle schools; community and media support increased. (George & Shewey, 1994, pp. 44-52).

Similarly, George & Shewey's research indicated that several factors were essential to the long-term success of middle schools (pp. 67-106). The percentages indicate respondents who felt identified attributes were contributors to the long-term effectiveness of middle schools:

Flexible grouping strategies	85%
Interdisciplinary team organization	85%
Strong student recognition program	84%
Team leaders that play an important role in school and teacher leadership	81%
Flexible scheduling	78%
Widely shared philosophy based on needs and characteristics of developing adolescents	78%
Smooth and continuous transition from elementary to middle school	76%
Curriculum characterized by both a core academic focus and a broad range of exploratory activities	73%
Shared decision-making model which is formal, systematic, and provides authentic collaboration between and among teachers.	73%
Extracurricular program based on needs of adolescents	72%
Regular and systematic process for evaluating the middle school program	71%
Strong parent program encouraging involvement and support for all parents	68%
Active instruction based on learning styles	66%
Interdisciplinary curriculum and interaction involving teachers from a variety of disciplines	63%
Continuous program of staff development, renewal, and school improvement	62%
Teacher-based guidance, advisory program	54%
Organizational arrangements which encourage long-term teacher-student relationships	30%

Accumulating evidence suggests that, when the essential elements of an exemplary middle school are thoroughly and effectively implemented, the outcomes are almost always positive (George & Shewey, p. 115).

We believe that the available evidence suggests that practitioners can, with confidence, continue to expect the implementation of middle schools to result in improved academic achievement, more positive personal development, and enhanced group citizenship for the students involved. But it isn't guaranteed, and it won't be easy (p. 116).

Selections from Research Reports

Successful middle schools have visions of success. Some components necessary (Keefe, Valentine, Clark, & Irvin, 1993, p. 31) are visions shared by administrators and teachers; Collegiality and pride, participation, principal leadership, commitment, and program.

Changing middle schools requires personalizing adult relationships. Changing middle schools requires both careful planning and ongoing reflection. Changing middle schools requires comprehensive restructuring, not just tinkering at the edges. (Ames & Miller, 1994, pp. 181, 187, 188).

According to Johnston and Markle (1986, pp. 16-18) effective middle school teachers…

Have positive self-concepts

Demonstrate warmth

Are optimistic

Are enthusiastic

Are flexible

Are spontaneous

Accept students

Demonstrate awareness of developmental levels

Use a variety of instructional activities and materials

Structure instruction

Monitor learning

Use concrete materials and focused learning strategies

Ask varied questions

Incorporate indirectness in teaching

Incorporate "success building" behavior in teaching

Diagnose individual learning needs and prescribe individual instruction

Listen

Selected References

Ames, N., & Miller, E. (1994). Changing Middle Schools: How to Make Schools Work for Young Adolescents. San Franscisco, CA: Jossey-Bass.

Carnegie Council on Adolescent Development's Task Force on Education of Young Adolescents. (1989). Turning Points: Preparing American Youth for the 21^st Century. Washington, DC: Carnegie Council on Adolescent Development, a program of the Carnegie Corporation of New York.

George, P.,& Shewey, K. (1994). New Evidence for the Middle School. Columbus, Ohio: National Middle School Association.

George, P., Stevenson, C., Thomason, J., & Beane, J. (1992). The Middle School and Beyond.

Johnson, J. & Markle, G. (1986). What Research Says to the Middle Level Practitioner. Columbus, OH: National Middle School Association.

Keefe, J., Valentine, J., Clark, D., & Irvin, J. (1993). Leadership in Middle Level Education, Volume II: Leadership in Successfully Restructuring Middle Level Schools. Reston, VA: National Association of Secondary School Principals.

This We Believe. (1992). Columbus, OH: National Middle School Association.