One of the most misunderstood issues in pre-K-12 education today is how to educate children who are not yet proficient in English. When policymakers refer to these students as English language learners (ELLs)--as many school district officials presently do--or as limited English proficient students (LEPs)--as federal legislators did in the No…

This booklet is part of a series of reports on "hot topics" in education. When educators build on informal tutoring processes and create organized processes of tutoring, it can become a powerful tool for learning, whether it is peer tutoring, cross-age tutoring, or parent/volunteer tutoring. Tutoring benefits students, who receive…

Informal and formal programing for gifted children in grades 4 through 12 in Israel are described. After school and summer enrichment programs, special classes and special schools for the gifted are discussed; and a number of programs for gifted children from disadvantaged backgrounds are presented. The author reports on her own research studies…

Protective factors that contribute to the development of resiliency in children, defined as "unusually good adaptation in the face of severe stress, and an ability of the stressed person to rebound to the prestress level of adaptation," are discussed. The biological, psychological, familial, and social factors related to disadvantages…

El Arco Iris is a supplementary pre-school program for Hispanic 4- and 5-year-old children and their parents. The Brownsville (Texas) Independent School District operates the program. Ninety-five percent of the kindergarten children in this district begin school speaking little or no English and median family incomes are among the lowest in the…

Includes 14 reports on events, projects, and new publications on a variety of topics, including science and society; environmentally related indicators affecting human welfare; laboratory programs for European science journalists; programs for disadvantaged adolescents at science centers and youth museums; peer review in biomedical publication;…

Research suggests that after-school programs reduce juvenile crime and risky behavior; increase confidence, academic performance, and social skills; and build positive adult-child and home-school relationships. The need for supervised after-school activities, especially in poor neighborhoods; the characteristics of successful programs; and the…

This 2-volume set contains 10 papers, 5 in each volume, that review and evaluate findings from the Youth Research and Technical Assistance Project, whose purpose was not only to explore studies and evaluations related to youth training and employment programs but also to provide a broader synthesis of evidence, findings, and research from related…

This paper offers a background of information on children in elementary school in the 1990s and on likely trends in the near future. It focuses particularly on issues relating to students who are at risk for school failure. One section identifies various risk factors that students face when they enter school and estimates the numbers of at-risk…

Published evaluation reports about educational intervention programs sponsored by Israel's Project Renewal are summarized and analyzed in this report. The programs reported on fall into the following categories: (1) intervention programs aimed at the family; (2) curriculum-based intervention programs; (3) school-related enrichment programs; (4)…

Designed as a reference for practitioners interested in implementing or improving vocational education programs to serve disadvantaged youth, this report contains the results of a nationwide study of institutional interface between vocational education and CETA (Comprehensive Employment and Training Act) Title IV prime sponsors. The 111 programs…