National Middle School Association's Response to The War Against Excellence: The Rising Tide of Mediocrity in America's Middle Schools

Since its inception in 1973, National Middle School Association (NMSA) has been a strong voice for all those committed to meeting the educational and developmental needs of young adolescents. The association's 31,500 members, comprised of principals, classroom teachers, central office personnel, professors, college students, parents, community leaders, and educational consultants across the United States, Canada, and 48 other countries have one thing in common: a deep commitment to the education, health, and well-being of young adolescents. This awesome responsibility is taken very seriously by our members and associates in the 58 state, regional, and national affiliate organizations of NMSA.

In education one encounters differing opinions and questions about the best ways to educate youth. When differences arise, those with varying opinions typically seek out an opportunity to talk, listen, and learn from one another. Sometimes, however, people have strong personal agendas that seem to make the opportunity to work together improbable, if not impossible.

Such is the case with the recently released The War Against Excellence: The Rising Tide of Mediocrity in America's Middle Schools . The author, Cheri Pierson Yecke, commissioner of education in Minnesota, asserts that middle level educators, through the forced implementation of cooperative learning, peer tutoring, and heterogeneous grouping are endangering the education of all middle school children, especially those who are gifted. The language of the book is intended to emotionally engage the reader and encourage action against "radical middle school activists." Yecke mentions many middle level educators by name and a variety of organizations as well. Selected excerpts from articles in Middle School Journal and tabulations of NMSA's annual conference program presentations from 1974 to 2001 are used in an effort to substantiate her allegations.

Research data to support her claims are absent from this book. Selected statements made by individuals are presented out of context, and annual program descriptors (written by the presenters of the sessions themselves) have been made to appear as "official" NMSA stances when they are not. References are often dated and ignore the progress and collaboration that has occurred in the fields of middle level education and gifted and talented education over the past 10 to 20 years. While Yecke cites NMSA's original This We Believe position paper issued in 1982, there is no recognition whatsoever of the second edition issued in 1995 or the third expanded edition, This We Believe: Successful Schools for Young Adolescents, released in November 2003 along with its companion document Research and Resources In Support of This We Believe. These documents offer absolutely no support for her claims.

Therefore, the association developed a claims and reality document that compares some of Yecke's claims with NMSA's stated positions. It is difficult to respond to a book of this nature. One hopes that even a partial reading would lead people to question the credibility of the book. However, with such extreme charges asserted in a published book, NMSA felt compelled to respond. We will continue to advocate for middle level schools that engage every student in a challenging, meaningful curriculum and provide an environment that fosters respectful and supportive relationships among students, faculty, families, and communities. Such schools ensure that academic excellence in a developmentally appropriate learning environment is available to every young adolescent, including the gifted and talented.