Chapter 4: From External Control To Self-Direction

The middle grades are transformational years that can have a significant impact on the academic, social and emotional development of our youth. Consequently, increased scrutiny of middle level education is necessary, as middle schools frequently represent the last opportunity for many students to be successful (Brown, 2009). Twenty-five years ago, a 1987 California Department of Education report declared the following:

The same is true today. According to Schunk and Pajares (2002), there are a number of variables that can affect students’ self-perceptions regarding the transition to middle school. Adapting to a new, widely expanded social reference group, changing classes for the first time, and adjusting to multiple teachers versus one who monitors their progress are a few of the significant changes young adolescents face. Similarly, students transitioning into the middle grades are often confronted with a shift in expectations and evaluation standards which can trigger a reassessment of their academic competence.