Abstract
This article examines the development of junior high and middle level education since the early 1900s, with a special focus on the rhetoric of reform and the reality of practice. Although reformers have consistently focused on the developmental needs of early adolescents, greater success has been achieved in bringing about changes in school organization than in obtaining substantive changes that lead to developmentally responsive curriculum and instruction. Meeting the unique needs of early adolescents continues to be the compelling argument for middle level school reform. Successful reform requires that middle level educators become more knowledgeable about early adolescent development, successful middle level programs and practices, and current middle level research; take appropriate steps to ensure that implemented programs are functioning as intended; become more aggressive advocates for early adolescents and their schools; and take advantage of current reform initiatives to increase funding and support.
Published Version
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