The current level of implementation of eighteen basic middle school characteristics in Oklahoma middle school programs /

Abstract

Generally, the findings and conclusions focused on the relatively low and moderate implementation of a majority of recognized and accepted middle school characteristics. Some areas virtually have been ignored, or administrators have not been made aware of those characteristics recognized by many middle school experts as applicable to middle school operations.

A survey instrument seeking data related to the application of characteristics was sent to Oklahoma middle schools. Returned forms were recorded with raw scores converted to mean scores and a mean percentage was determined with regard to the maximum possible score for each principle. There were 72 instruments returned which was slightly more than seventy percent.

The middle school came into being after six decades of junior high school organizational experience. Availability of literature pertaining to the various aspects of the middle school appeared to parallel the establishment of schools for the transescent youth. The purpose of this study was to identify basic middle school characteristics frequently expressed in the literature and to determine whether or not middle schools in Oklahoma reflect those recognized and accepted characteristics in their curricular programs and organizational structures.

Recommendations focused on the need for additional study of unique characteristics of the middle school and its students. There appears to be limited effort to provide activities and experiences specifically designed for the transescent youth. . . the middle school student.