The purpose of the study was to determine the opinions of Indiana middle level principals as to what criteria are most essential for middle level schools. Another purpose of the study was to determine the principals' opinions of middle level teacher certification requirements, current state curriculum requirements, length of school day requirements, and length of school year requirements. The final purpose of the study was to determine any significant relationship between the principals' opinions and the size, setting, and grade level arrangement of the schools in which the respondents worked.A review of the literature revealed a number of criteria deemed essential to middle level schools which became the basis for the study. Fifty-five such criteria were submitted to a panel of experts in middle level education. The validation process produced forty-four criteria considered essential for middle level schools.This list of criteria was included in a questionnaire sent to the principal of each school In Indiana housing some combination of grades five through eight. The principals were asked to select the five criteria from the list they considered most essential and the five least essential to an effective middle level school.Questions were also included dealing with a separate licensing pattern for middle school teachers,''difficulty finding qualified middle school teachers, curriculum requirements, length of school day and length of school year requirements.Respondents were considered as a total sample and also grouped according to school size, school setting (metropolitan, suburban, town and rural), and grade levelarrangement. The demographic data were determine any statistically significant analyzed to relationship between the factors and the principals' opinions. Conclusions1. In identifying criteria most essential for middle level schools, Indiana middle level principals tend to emphasize student discipline, teaching techniques appropriate to student need, a core academic curriculum, recognition of the unique characteristics of middle level students, and opportunities for teachers to work together on curriculum and problem solving.2. In general, Indiana middle level principals do not favor a separate licensing pattern for middle level teachers.3. In general, Indiana middle level principals find the current requirements for middle level school curriculum, length of school day, and length of school year to be adequate. / Department of Educational Administration and Supervision

The purpose of the study was to determine which of the Eighteen Basic Middle School Principles were influenced by the Indiana Comprehensive Assessment and Program Planning System (CAPPS) based on perceptions of middle school principals. A second purpose was to determine the extent of influence (positive, negative, no influence) exerted by CAPPS on the Eighteen Basic Middle School Principles.A survey instrument consisting of eighteen items in five Likert-response categories was mailed to: one-hundred randomly selected middle school principals in Indiana. Space was provided for respondents to write a statement describing how CAPPS influenced each middle school principle. Sixty-two middle school principals responded to the survey.Middle school principles most influenced by CAPPS were basic skill repair and extension, and planned gradualism. Principles least influenced were continuous progress programs, intramural activities, social experiences, independent study and auxiliary staffing. Sixty-five percent of responding principals indicated CAPPS exerted no influence on the combined eighteen principles.Conclusions derived from data revealed although CAPPS was not perceived as exerting a major influence, it was seen as positive. CAPPS has influenced textbook, material selection and increased articulation between grade levels. Emphasis on basic skill areas and remediation have increased due to CAPPS.Rationale for the middle school was to meet developmental opmental needs of transescent youth. However, the middle school concept has been implemented for a variety of reasons including dissatisfaction with the junior high school and reorganization of grade, levels to facilitate. desegregation and changing enrollments.Recommendations for further research include assess merit of educators to determine understanding of CAPPS and the middle school concept. Research also needs to be conducted to determine if educators are following CAPPS guidelines.

The purpose of the study was to measure student attitudes toward Clay Middle School and selected components of the school in South Bend, Indiana, and to compare the results of student achievement, attendance, and dropout rate from the two years prior to the implementation of the intermediate school program with the results of student achievement, attendance, and dropout rate three years following the implementation of the intermediate school program. The study was limited to include all students in grades 7-9 in the Clay attendance district from 1970-75 and to a sample of all Clay Middle School certified staff members with school-wide responsibility.Two questionnaires, together with computer scored standardized tests, computer-generated attendance data, and a tally form for recording dropouts were used to collect the data. The first questionnaire was administered to the sample of Clay Middle School staff and was used to establish the credibility of the Clay Middle School program as a middle school. The second questionnaire was administered to Clay Middle School students in grades 7-9 from 1972-75 to collect data on attitudes toward school. The standardized tests were the Cooperative School and College Ability Tests and the Sequential Tests of Educational Progress from Educational Testing Service and were administered to seventh and ninth grade students in the Clay attendance district to evaluate any change in student achievement. The attendance data and ninth grade dropout data were collected for all students in grades 7-9 from the Clay attendance district from 1970-75 and were used to determine any change in student attendance and ninth grade student dropout rate.The data collected throughout the study indicated:The following basic middle school principles were implemented to a high degree in the Clay middle School program: student services, exploratory and enrichment programs, continuous progress, auxiliary staffing, team teaching, use of multimedia, and physical experiences. The following basic middle school principles were implemented to a low degree in the Clay Middle School program: student security factors, flexible schedule, intramural activity, and planned gradualism.Most students held positive attitudes toward the open concept intermediate school program as implemented at Clay Middle School.Almost all of the Clay Middle School students were able to become well-adjusted and effectively oriented toward Clay Middle School.Most Clay Middle School students considered the course offerings at Clay Middle School adequate.A sizeable minority of Clay Middle School students was dissatisfied in regard to certain aspects of the courses offered in the open classroom areas and suggested more teacher involvement in student learning problems.Nearly one-half of the Clay Middle School students considered the faculty and staff at Clay Middle School unresponsive and unavailable.A majority of the Clay Middle School students had an overall positive feeling toward the school. The physical layout of the Clay Middle School building was serviceable to the basic needs of students.The changes in student achievement as measured by the standardized tests at Clay Middle School from two years prior to the implementation of the intermediate school program to three years following the implementation of the intermediate school program were minor and could not be attributed to the Clay Middle School Program.The changes in student attendance in the Clay attendance district from two years prior to the implementation of the intermediate school program to three years following the implementation of the intermediate school program were minor and could not be attributed to the Clay Middle School program.12. The percentage of ninth grade dropouts in the Clay attendance district decreased as a result of the ninth grade being a part of the intermediate school unit.