ABSTRACT
This chapter examined Cleveland's restructuring initiative in light of 2 theories on early adolescent development: person-in-environment theory and the focal theory of change. Case studies of two of the K-8 schools revealed highly flexible and adaptable organizations with strong principal and teacher leadership and efficacy that resulted in middle grades in which early adolescents felt safe and protected and had increased opportunities for autonomy, self-expression, leadership, peer-oriented activities, and intellectual challenge. An impact analysis attempted to examine the academic consequences of requiring students to make a transition from an elementary to a middle school while they simultaneously deal with the psychosocial instability of early adolescence. The chapter investigates the extent to which modifications made to elementary schools and classrooms in Cleveland to incorporate the middle grades are consistent with the developmental needs of early adolescents and the impact of removing the discontinuity of a school transition on early adolescent learning.
