This mini-research project examined middle school students' participation in and identification with school as a social unit. The study used a student survey to explore: (1) middle schoolers' perceptions of their family educational culture, instructional quality in their school, and their ability/academic self-efficacy; (2) their patterns of responding to school requirements and their patterns of participation in class-related initiatives, extracurricular activities, and school governance activities; and (3) their identification with their school. Differences between sixth-, seventh-, and eighth-graders on these dimensions were also examined, as were relationships between their participation and perceptions. Findings revealed that sixth-graders are more engaged with their school than either seventh- or eighth-graders, and that perception of the quality of instruction is the strongest predictor of identification with school. (Appendices include the student survey, survey administration protocol, and statistical portraits. Contains 10 references.) (EV)