Designed as an overview of the progress of middle schools in the last two decades, this document compares results from a 1968 survey that sampled 10 percent of middle schools with at least three, and not more than five grades, and including grades 6 and 7, with those of a similar 1988 survey. Following a brief summary of the origins of the middle school is a discussion of survey results regarding changes in rationale and specific preparation undertaken for introducing middle school organization and problems perceived in teacher education. Survey results are discussed as they relate to the following characteristics of good middle schools: (1) an interdisciplinary organization with a flexibly scheduled day; (2) an adequate guidance program including a team advisory plan; (3) a full-scale exploratory program; (4) comprehensive curriculum that provides for students' personal development, acquisition of learning skills, and basic knowledge; (5) varied and effective age-appropriate methodology; and (6) continued orientation and articulation for students, parents, and teachers. Finally, conclusions are presented regarding the differences between schools containing grades 5-8 or 6-8 and those with grades 7 and 8 or 7-9. Included are four tables and five graphs. (8 references) (CLA)