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)

Outlines the process by which students at Lawrence Central High School in Indiana improved academically through the teaming of two teachers in a particular subject area, and hence reducing teacher isolation. (JC)