This action research study examined the problem of the loss of commitment to schoolwork by middle level students as evidenced by missing assignments; late work, incomplete work, or both; and an attitude of indifference on the part of the students. The study also reviewed a variety of strategies to improve student learning and students' view of themselves as learners and to increase parent involvement in their children's learning. Participating in this study were seventh- and eighth-grade mathematics students in an economically and culturally diverse urban community in western Illinois. An examination of the percentage of missing, late, or incomplete assignments in 1996-97 for grades 7 and 8 mathematics classes revealed a relationship between missing, late, or incomplete assignments and low grades. Intervention strategies included cooperative learning and multiple intelligences activities, encouragement to increase students' responsibility for their own learning, increased teacher communication with parents, and new classroom management procedures involving parents. The effects of the intervention were assessed by means of surveys for students, parents, and teachers; grade records; parents' responses to written communications; student journals; and classroom observations. Post-intervention data indicated a modest increase in student achievement, increased confidence among students as mathematics learners, improved student self-image, and improved good will between home and school. Thirty appendices include data tables, questionnaires, and sample materials. (Contains 29 references.) (KB)