This document cautions against high expectations on the part of educators for rapid cognitive growth during middle school years--and urges a rethinking of curricular structure for those years--based upon neurological data concerning brain growth patterns. Empirical research (case studies, autopsy studies, cadaver research) conducted by Epstein has borne out that brain growth is found to be consistent with two components: (1) increase in body size and (2) a set of five descrete periods of growth occurring in the age intervals three-ten months, two-four years, six-eight years, ten-twelve years, and fourteen-sixteen years. In approximately eighty-five percent of all youngsters, brain growth ceases between ages twelve-fourteen. Predictions concerning abilities for cognitive growth potential in the period two-four years and six-eight years are borne out by the fact that Head Start programs, conducted in the four-six year period, are generally much less successful than programs conducted during either the earlier or later period. Extrapolating these results to the middle school years, and recognizing the need for further study, the argument is made for concentration upon reinforcement of existing cognitive skills and reinforcement of psychomotor, affective, and self-concept development, rather than upon cognitive growth. Concentration in these areas would better prepare the transescent child for the next spurt in brain growth and cognitive growth potential. (MB)