A historical view of the production and treatment of human difference and diversity in Ontario (Canada) school policy and practices is presented. Five distinct patterns are identified that have characterized the educational treatment of difference and diversity in Ontario. It is argued that continuing examination of the treatment of difference is…

Differences in the age of entry to kindergarten and the use of kindergarten retention as functions of a child's sex and ethnicity were assessed for over 1,800 Anglo and Latino kindergarten students in 3 California school districts. Impact of these policies on early school failure are discussed. (SLD)

Provides estimates of the 1993-94 returns to education in wage employment in India by gender, age cohort, and location (urban-rural); also evaluates the changes in returns over the period 1983-94 using a large national-level household survey. Finds evidence, for example, of substantial gender and rural-urban differences in returns to schooling.…

Examines Trinidad and Tobago's attempts to increase educational access for all students, noting how race, class, and gender influence into which tier of a two-tiered system a student enters. Utilizes the creole society thesis to understand the soicety of Trinidad and Tobago, with its interaction of different races, cultures, institutional…

Reports the results of a survey in Adelaide (Australia) concerning public attitudes toward language diversity and the need to teach English and/or second languages to children in the schools. The survey analyzed responses on the basis of respondent's occupation, sex, income, and age, and found a high degree of support for language diversity. (MSE)

Discusses the practice of retaining children in grade, and presents evidence against the procedure. Posits that failing children only increases the likelihood that they will perform poorly in school, develop poor self-concepts, and eventually drop out of school. Retention also disproportionately affects poor and minority children, males, and…

Since sex differences tend to disappear under identical systems of training with individual differences being more powerful than sex differences, whatever differences between the sexes in achievement and aptitude there may be do not warrant separating the sexes for instructional purposes. (JM)

Examines the institutional history of public schools in the United States in the context of gender, and investigates gender practices and policies in the context of formal education. There was far less gender segregation in classrooms under the control of teachers than in informal groups of children outside adult supervision. (BJV)

This annual report presents information on minority, female, and disabled students and staff in Illinois higher education. It seeks to explain and track recent changes in representation among these groups and highlights statewide and institutional efforts to improve representation. The report contains these sections: (1) enrollment and degree…

Chapters in this volume are based on papers presented at the Second Missouri Symposium on Research and Educational Policy (Columbia, Missouri) March 30-31, 1995), but the collection is not a report of symposium proceedings. Instead, these papers provide readers with an understanding of the gendered nature of schooling and educational policy at…

This study investigates the role of background characteristics and in-school and out-of-school experiences on public high school dropout rates using data on the 1980 sophomore class from the High School and Beyond Survey. Major findings include the following: (1) dropping out of high school is a complex phenomenon, influenced by an interaction of…

These two volumes bring together writings on technical and scientific problems such as distributional justice, the impact of government policy on equality between generations, and the viability of economic policies. Volume 1 encompasses four areas. Area 1 is composed of background papers including the major policy issues of education, inequality…

Examines trends in urban and rural China, 1949-90, for elementary- and secondary-school enrollments, number of teachers, and educational attainment of males and females. Demonstrates that shifts in the political context of educational policy between a socialist egalitarian agenda and a liberal competitive model have carried real consequences for…

The National Assessment of Educational Progress (NAEP) serves as the nation's primary indicator of what school children know and can do. This study examines the policy relevant variable, computer use in the classroom, as indicated by the 1992 NAEP Trial State Assessment data for Mississippi. After a preliminary examination of other variables…

The experiences of beginning teachers (female and male teachers in urban and rural areas) in Manitoba are examined in this study. Questionnaires were mailed to the approximately 300 beginning teachers identified. The 148 who responded constitute the sample: 107 females--61 at urban schools, 46 at rural schools; and 41 males--32 at urban schools…