The Wallace Foundation is funding a multiyear demonstration project to determine whether voluntary, district summer learning programs can stem summer learning loss for low-income students. Six districts--Boston, Cincinnati, Dallas, Duval County (Florida), Pittsburgh, and Rochester, New York--were selected for the demonstration project and…

This article explores what it takes to develop systemic strategies and structures that engage youth as coconstructors of their learning environment and experience. It looks at efforts nationwide to engage young people in educational change endeavors, draws on lessons learned from a national high school reform initiative, and addresses some…

Observations of student behavior in the elementary and secondary classrooms of Ohio's Otsego Local School District revealed significant differences in the kinds and quantities of off-task behaviors among students at different grade levels, and may help educators develop methods for increasing learning time. The observation instrument is included.…

Examines recent research to show that group-based mastery learning programs have consistently positive effects on student learning outcomes, including academic achievement, material retention, involvement in learning activities, and student attitudes. These programs also affect teachers and have considerable potential for implementation in regular…

An overview of research and practice about mathematics reveals that good teachers keep students on task, devote half the class time to new material, review skills, stress concepts and relationships, emphasize higher order thinking skills, ask process questions, monitor understanding, and use a variety of structures. Ten references are appended.…

A synthesis of 15 empirical studies shows that homework consistently benefits elementary and secondary students' achievement and attitudes, especially if it is commented upon or graded. (MCG)

Recent research findings relating to time-on-task have had little effect on school practice. One cause was reducing the findings to an oversimplified statement that equated more time with more learning. Offers ways that schools can increase time-on-task. (CJH)

An examination of pullouts--the practice of withdrawing certain elementary school students from their classrooms, usually for specialized instruction, field trips, assemblies, or school projects. Includes historical background, a study of curriculum effects, study guidelines, and solutions to pullout problems. (DCS)

To make sure students' time in school is used efficiently and advantageously, some simple ways to improve time use are suggested. It is important to assess time use to ensure that a school schedules enough time for basics, is using learning time and teaching time well, and is not duplicating subject matter. (MD)

Outlines statistical data on national curriculum patterns. Fewer than two percent of all graduating seniors meet or exceed the standards for college-bound students. Includes statistical data on courses students study, number of students per computer, dropout rates, activities of graduates, and test score averages.(MD)

Reports on college-level microeconomic classes to compare learning in short-term intensive course with traditional semester-length course. Found students in three-week courses performed better on achievement tests than those in traditional semester courses but this advantage disappeared when knowledge retention was measured. Raises policy…

Evaluates the effect of a comprehensive teacher training program in Instructional Theory into Practice (ITIP) on student achievement. Reports findings of two phases of a four-phase Follow-Through study. Achievement test scores indicate that students in the project made significant gains in reading and mathematics. (DR)

The main reasons that students drop out of high school are poor grades, family problems, and financial problems. The school reform movement may compound marginal students' difficulties and cause more students to drop out. (MD)

State-of-the-art review suggests extending time in school will increase achievement only modestly--and at great expense. (Author/DCS)

Supports B. Plowden and David Elkind's rationale for developmental early childhood education that considers children's unique learning modes. Describes four program elements: opportunities for developmental tasks, teachers' knowledge of children's development, concrete learning experiences, and appropriate setting. Discusses curriculum…