Effectively addressing the unique developmental and academic needs of adolescents is a challenge that educators have been grappling with since the mid-1960's when school systems began to convert junior high schools into middle schools. While educators have recognized the need to create developmentally responsive schools that help children to form their identity, academic performance often declines between grades six and eight. This study examines interdisciplinary teaming, the learning modalities of adolescents, identity development in adolescents, transitioning from elementary to middle to high school and comprehensive reports on middle school reform. Thereafter, the researcher coupled the results of the National Assessment of Educational Progress and the Maryland School Assessments with the results of a student motivation survey to make recommendations for improving student achievement in Maryland middle schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]