The purpose of this study was to determine the current status of middle schools in Virginia. A questionnaire, validated by a panel of middle school authorities, was mailed to 110 principals of all public school organizations labeled as "middle" or "intermediate" which had at least three grade levels, including grades 6 and 7, but not grades 4 and 9. The response rate for this study was 78 schools (71 percent). Data gathered from the surveys and subsequent telephone interviews were considered representative of middle schools in Virginia. Data were described and reported through the use of frequencies and percentages.

The middle school in Virginia is a recent phenomenon which has gained rapidly in popularity and numbers. According to the responses, over 75 percent of the schools have been organized since 1974. The predominant grade organizational pattern at the time of the study was 6-7-8 (80 percent).

Reasons reported most frequently by principals for establishing middle schools were to provide a program specifically designed for children in this age group, to bridge better the elementary and high schools, and to try out various innovations or employ new curricula. Eliminating crowded conditions, aiding desegregation, and utilizing a staff who desire to be in a middle school were perceived less frequently as reasons for change.

The disciplinary non-team approach or departmentalization was the most popular instructional organization. Only 37 schools had interdisciplinary team planning; and 40 schools had a common team planning period. Flexible and modular scheduling were used infrequently.

Middle schools offered a variety of programs including guidance, career education, reading, volunteer, and orientation; however, teacher-advisor and special interest or mini-course programs were found in only 27 and 36 schools, respectively.

The majority of teachers had no special training or certification in middle school education; only 27 percent had middle school certification. Larger percentages of teachers had either elementary certification (37 percent) or secondary school and/or subject area endorsements (37 percent). In-service programs were used frequently to prepare teachers.

According to the opinions of middle school principals, parent contacts, faculty morale, pupil attendance, and school spirit increased after reorganization to middle schools. Discipline referrals and teacher turnover decreased after reorganization to middle schools.