Results of the studies should be interpreted with caution as they are very few in number, can’t necessarily be generalized across schools, and don’t control for all possible variables. Researchers urge practitioners to study strengths and weaknesses of various configurations to create effective educational services. “Rather than debate which grade configuration is best for middle grades, we would be better off expending our energy creating a curriculum that intellectually engages and inspires young adolescents, pushing for organized structures that support high-quality relationships, and finding better ways to reach out to families and communities” (Beane & Lipka, 2006, p. 30). In a recent research review, Anfara and Buehler (2005) note that “no sequence of grades is perfect or, in itself, guarantees student academic achievement and healthy social and emotional development” (p. 57). No particular grade configuration is the “magic bullet” to improving student achievement.