This document analyzes data obtained from "Education in the Middle Grades," a national survey of practices and trends using a representative sample of principals in public schools that contain grade 7, to examine the use and effects of practices that many educators believe are especially responsive to the needs of early adolescents. Practices examined include: (1) group advisory periods; (2) interdisciplinary teacher teams; (3) remedial instruction programs; (4) "school transition" activities; and (5) the formal recognition on report cards of student progress or effort regardless of performance level. The results indicate that most responsive practices yield measurable but modest benefits, but they also suggest that to realize the benefits, a school must make sure that the practices are implemented properly. A discussion of problems that might be encountered and of approaches that might be used by schools that contemplate adopting a responsive practices structure for the middle grades concludes the document. Variables used in the regression analysis and seven tables are appended. (19 references) (CLA)