Even though middle schools have existed for over 40 years, they are considered by many to be a relatively new phenomenon. However, what motivation existed for establishing middle schools in the first place? Kindred, Wolotkiewicz, Mickelson, Coplein, and Dyson (1976, pp. 3-9) described the growth of the middle school movement as a function of six interrelated areas: (1) dissatisfaction with the junior high school, (2) changes in young persons' maturity patterns, (3) new educational ideals, (4) developments in learning theory, (5) innovations in educational methods and materials, and (6) changes in society.
At that time, junior high schools were viewed as not providing broad exploratory and transitional experiences appropriate to adolescent students' needs and interests. Over the years, middle schools replaced junior high schools to the point where a relatively small number of junior high schools still exist (Epstein, 1990). However, the other five areas noted by Kindred et al. in 1976 continue to evolve and in doing so present a contemporary frame of reference for discussions focusing on what middle schools should and should not be. Young people continue to mature at more rapid rates and thus provide middle school educators with continuing instructional challenges (National Middle School Association, 1995). Different philosophies of middle school education continue to be discussed and debated (Dougherty, 1997). Learning research has provided middle school educators with much valuable information and, concurrently, raised a number of questions about how middle school students' needs should be met (e.g., see Anderman & Maehr, 1994). Innovations, particularly in the computer and electronic communication areas, have been touted as being important for students to learn so they will be prepared for life in our technological society. However, many middle school students are not afforded opportunities to learn about these innovations (Becker, 1990, p. 452). In addition, societal changes such as evolution of the United States from a national economic powerhouse to being part of a global economy have raised questions about what work-related education should be included in the middle school curriculum.