Middle Schools

Middle schools grew out of the idea that the secondary schools at the time—1910 to 1925—should be separated into junior and senior divisions. Designed around the thought that the seventh grade was the natural turning point in an adolescent's life, junior high schools for Grades 7 to 9 gained in popularity through the 1950s. However, the demand for a rigorous ninth-grade curriculum at that time drove junior highs into becoming preparatory secondary schools. These mini–high schools were characterized by a departmentalized organization of subjects, a six-period schedule of 50minute blocks, and instructional methods dominated by the lecture style of delivery. By 1960, educators began to reorganize schools for 10- to 15-year-old adolescents into what is known as the middle school concept of schooling.

In its seminal report Turning Points: Preparing American Youth for the 21st Century, the Carnegie Council on Adolescent Development provided a framework for middle-level education, the components of which would work collectively to ensure the success of all students: (a) create small communities for learning, (b) teach a core of common knowledge to all students, (c) empower teachers and principals with the responsibility to transform middle grade schools, (d) staff middle grades with teachers specifically prepared to teach young adolescents, (e) link the education and health of young adolescents, and (f) establish family-schoolcommunity partnerships. Ten years later, Turning Points 2000 by Anthony Jackson and Gayle Davis provided guidelines on how to implement the middle school model. Core values outlined by Jackson and Davis, and an important change from the original Turning Points, include expectations of success for every student and a curriculum grounded in academic standards.

The mission of the middle school is to facilitate learning among young students at a critical time in their adolescent development—i.e., intellectual, physical, psychological, social, and moral development. The dominant grade structure of middle schools today is a Grades 5 to 8 pattern, but middle schools may also be comprised of Grades 5 to 7, 7 to 8, or 6 to 9.

This We Believe, the 2003 position paper of the National Middle School Association, outlines 14 characteristics for successful schools for young adolescents. The first eight present facets of the school culture: prepared, engaged educators; brave and collaborative leadership; decisions guided by a single vision; safe and supportive environment; raised expectations; active learning; adult advocates; and family-community partnerships.

The remaining six characteristics address the programmatic components of a developmentally responsive middle school: relevant and challenging curriculum; approaches to learning and teaching based on diversity; supportive assessment/evaluation programs; organizations supporting meaningful relationships and learning; policies and efforts toward health, wellness, and safety; and multifaceted guidance and support services.

Some emerging research has, however, indicated that students do better with grades and discipline if they remain in a K–8 setting. Some large school systems have dropped their middle school programs and are reverting to a K–8 pattern.