Discusses ways to assess how well team organizations are functioning and contributing to the total operation of the middle schools that use team structures. Considers whether teaching teams determine course content, and school support for teams; also considers teacher training in team operations and the level of understanding and commitment…

Highlights the topic of the interaction of students, teachers, and subject matter within structurally sound middle schools explored in this journal issue. Asserts that instruction can not be improved merely by raising standards and accountability without also providing developmentally appropriate learning activities within a supportive team…

Discusses the value of middle school reform involving interdisciplinary teaming, advisory programs, and developmentally appropriate practices, noting that true middle schools improve academic achievement and standardized test scores. Argues against a pendulum swing away from middle school reform and toward standards-based curriculum. (JPB)