This report examines the most recent middle school data from the National Assessment of Educational Progress (NAEP) to investigate how selected dimensions of instructional practice are related to higher-order learning of middle-grade students. In particular, the paper: (1) outlines the theoretical basis for prescribing middle level instructional practice; (2) conducts multiple regression analyses to investigate how different instructional practices affect student learning; and (3) finds small effects on student higher-order learning for experiments in science, but no effects for hand-held calculator use in mathematics. Concluding discussion focuses on two issues: whether greater higher-order learning can be achieved without sacrificing some of the other content now covered in the middle grade curriculum; and whether a mass education system such as the nation's middle grade schools can actually develop the staff expertise and implement the activities needed to greatly upgrade the learning environment for higher-order skills. Appended are descriptions of skills covered by NAEP document exercises in mathematics and science subtests. Approximately 70 references and readings are listed. (RH)