This study examines educators' lived and professional experiences as those who have been ranked "highly effective" teachers based on the Danielson Framework and their choice to remain in urban lower-performing schools in New York City Public Schools. For the context of this study, urban lower-performing schools are schools categorized as…

Research on Black student presence in gifted and talented programs consistently illuminates issues with recruitment and underrepresentation. While enrolled, gifted Black students face a series of issues that affect their ability to persist and achieve, especially in nondiverse environments. This work examines the reflections of four Black adults…

Disparities in school discipline data indicate that children of color, particularly boys, receive more frequent and harsher disciplinary actions than their white peers, and this begins in early schooling. Within today's print-centered, bodily restricted school curricula, literacy instruction is often reduced to highly controlled, leveled readers…

Background/Context: Positive teacher-student relationships are critical for Black boys' learning across single-sex and coeducational environments. Limited attention to these relationships by school professionals is rooted in deficit-oriented conceptions of boyhood and Black masculinity. The popular message of deficiency and pathology is clear:…

Early academic achievement has been shown to predict high school completion, but there have been few studies of the predictors of early academic success focused on Latino students. Using longitudinal data from 750 Mexican and Dominican American families, this study examined a cultural model of parenting and early academic achievement. While Latino…

STUDIES CONCERNED WITH THE AREAS OF INTELLECTUAL, CREATIVE, AND SCIENTIFIC TALENT WERE PRESENTED. THEY WERE ORGANIZED UNDER (1) CHARACTERISTICS, (2) IDENTIFICATION, (3) ACHIEVEMENT MOTIVATION AND UNDERACHIEVEMENT AND, (4) EDUCATIONAL PROGRAMS. TERMAN'S FOLLOWUP STUDY SHOWED THAT 90 PERCENT OF THE GIFTED MEN WERE IN THE PROFESSIONS, HIGHER BUSINESS…

Funded under Title I of the Elementary and Secondary Education Act, the College Discovery and Development Program is a cooperative program developed and offered by the City University of New York and the Board of Education of New York City. This program provides remediation in reading and math to approximately 830 sophomores, Juniors and Seniors…

This program was designed to supplement the New York City tax levy educational program provided for 2128 underachieving socially maladjusted, emotionally disturbed students in grades three through twelve. Most of the students were enrolled in 16 special day schools for the socially maladjusted and emotionally disturbed. The remaining students were…

THE SCHOOL SYSTEM RECOGNIZED THAT CHILDREN OF LIMITED BACKGROUNDS COULD, AND SHOULD, BE HELPED. THE DISTRICT DECIDED TO USE FUNDS FROM GRANTS TO (1) PROVIDE ADDITIONAL CONSULTATIVE SERVICES AND TEACHER TRAINING, (2) PURCHASE EXTRA INSTRUCTIONAL EQUIPMENT AND MATERIALS, (3) FACILITATE CURRICULUM EXPERIMENTATION, AND (4) ARRANGE OPPORTUNITIES FOR…

This study examined in detail the success factors of guidance counselors in the College Discovery and Development Program in New York City. The writer attempted to approach the study of human dynamics and humanistic qualities on several levels: the philosophical, the psychological, the organizational, and the experiential. The program sought to…

The Transitional Class Program is a joint effort of the New York City Board of Education and the Community School Districts to provide a positive learning experience for children in their early school years who have fallen behind their peers. This preliminary report describes the program and examines its impact on student attendance. Student…

The 1968-69 winter session of the Program to Excite Potential (PEP), funded by the New York State Urban Education Program, included 45 ninth and tenth grade New York City students who were identified as underachieving, disadvantaged, and having sufficient talent to warrant further musical instruction. The program, housed at the Riverdale School of…

THIS REPORT PRESENTS A 1ST-YEAR SUMMARY OF THE COLLEGE DISCOVERY AND DEVELOPMENT PROGRAM INSTITUTED BY THE CITY UNIVERSITY OF NEW YORK AND THE NEW YORK CITY SCHOOL SYSTEM. THE AIM OF THE LONGITUDINAL PROGRAM IS TO IDENTIFY DISADVANTAGED AND UNDERACHIEVING NINTH GRADERS AND TO DEVELOP THEIR COLLEGE POTENTIAL IN SPECIAL HIGH SCHOOL DEVELOPMENT…

The College Discovery and Development Program (CDDP), funded under Title I of the 1965 Elementary Secondary Education Act, was designed for educationally disadvantaged students who are underachievers and who have evidenced potential to do satisfactory academic work. In most instances the target population has been identified by feeder school…

This evaluation focuses on the following components of New York City's District 6 Title I umbrella program: (1) a corrective reading program for grades 3-6; (2) junior high school supplementary reading labs; (3) compensatory mathematics labs for grades 3-9; (4) English as a Second Language (ESL) for Hispanic children in grades 1-9; (5) Project…