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Since the inception of the middle school movement, educators have been interested in the dynamics of early adolescents (Lounsbury, 1996) which is evidenced by the literature (National Forum to Accelerate Middle Grades Reform, 2002,2005,2006;North Carolina State Board of Education, 2004;Southern Regional Education Board, 1999). Middle-level education is characterized as a time when children are transitioning into adolescence and are filled with vibrant energy and intellectual curiosity; they undergo more rapid and personal changes than any other time in their lives (National Middle School Association, 1995). The middle school years span the chronological age of 10 to 15 years. During this time, the early adolescent tend to focus on developing a sense of self, form cultural identities, enlarge their social sphere beyond the family, establish close friendships with others, form opinions about others, and develop a sense of fairness and justness (Clauss, 2006). Therefore, the curriculum in middle school is important; it cannot be a simplified version of secondary level education but should be specifically designed to meet the needs of the early adolescent (Jackman, 1996). A curriculum that focuses on human growth and development and the characteristics of individuals who are changing from childhood to adolescence is favored. According toLounsbury (1994), the success of the middle school curriculum is determined by its effectiveness in helping these students know who they are, helping them with their aspirations and standards, and viewing their responsibilities and relationships appropriately.

Employability Standards: Inclusion in Family and Consumer Science Middle School Curriculum