Results and conclusions of an attempt in Los Angeles to bring PPBS to the teachers. (Editor)

Having worked for several years with three Wisconsin school districts, the author describes the metaplan that emerged for developing districtwide improvement plans. He presents a completed plan to clarify the process. The participating school districts welcome inquiries. (Author/TE)

Divides curriculum development into 10 steps to aid administrators at the local level in planning for whole systems or for single courses. (JW)

An alternative program, the authors believe, can be successful only with the full support of the principal. Charts the attitudes of 63 Philadelphia principals toward their city's alternative schools. (Editor/RK)

Paper considered alternate possibilities that involve action learning. (Author/RK)

Article investigated the dominant, driving, overall purposes of a school's action-learning curriculum. (Author/RK)

This study was concerned with designing, organizing, executing, and analyzing a goal assessment program for a large suburban high school district. (Author/RK)

Considered the cooperation and coordination necessary to help youth find a part of their accredited learning experience in the community at large. (Author/RK)

Offers recommendations about how to evaluate student activity programs. (JM)

Schools can achieve humanistic goals, assert these writers, by providing students more options and therby meeting their diverse needs. Showing how widespread the mini-concept is, they report in this article a three-state survey that indicates how principals feel about their programs. (Editor)

Using birth statistics to indicate school enrollment trends, the author describes a hypothetical case in which a system reverts to the junior high arrangement after having tried the middle school set-up. (Editor)

Students can succeed in remedial programs if such programs are well-planned and systematic, say these writers, who offer some guidelines. (Author/JM)

In attempting to answer the question posed in the title, this author offers an overview of the goals of arts programs and some general guidelines for administrators to follow in evaluating those programs. (Author/JM)

What should a student activities program be? What should it provide? Who should be responsible for its organization and smooth operation? Answers these questions in a discussion of this important part of every school's total program. (Editor/RK)

Broad-based effective schools research suggests a school excellence model attributing student achievement to principal leadership, a positive school climate, the primacy of basic skills, high teacher expectations, an assessment and monitoring system, and the integration and coordination of the real and ideal curriculum and student assessment. (DCS)