Reculturing Middle Schools for Meaningful Change

Abstract

For the past 25 to 30 years much effort has been expended in changing programs and practices in middle level schools to better meet the needs of young adolescent learn ers. The importance of these changes was reemphasized in Turning Points: Preparing American Youth for the 21st Century, the Carnegie Council on Adolescent Development's (1989) report on the of young adolescents, which stated that a fundamental transformation of the educa tion of young adolescents is urgently required (p. 36). Middle school transformations have focused on providing school settings that are responsive to the developmental characteristics of young adolescents. Great Transitions: Preparing Adolescents for a New Century is the final report of the Carnegie Council on Adolescent Development (1996) focusing on middle schools. It has emphasized the need for developmental ly appropriate schools that are small and safe, that pro mote cooperative learning, and that play down academic tracking. The need to offer primary health care services in or near the school is also recommended. In fact, the National Middle School Association (1995), in its revised edition of This We Believe states that the concept of developmental responsiveness lies at the heart of mid dle level education (p 5). Since This We Believe was first released in 1982, the National Middle School Association has had a widespread impact on the of young adolescents. While maintaining the same rationale for middle schools, NMSA decided that because recent developments in learning theory and in the practice of middle level schools have been extensive, This We Believe should be revisited and updated to more fully articulate the Association's beliefs on the brink of the 21st century. Aside from acknowledging societal changes such as redefined family structures and the increased incidences of family and community partnerships, the characteris tics of developmentally responsive middle level schools have remained virtually the same: 1. Educators committed to young adolescents. 2. A shared vision. 3. High expectations for all. 4. An adult advocate for every student. 5. Family and community partnerships. 6. A positive school climate.