The growth of Catholic education peaked in 1965, with 14,296 schools. By 1990, attendance had decreased by 3 million; by 1996, only 8,243 Catholic schools remained, accompanied by a sharply declining clergy and a growing lay faculty. Catholic schools have stressed student achievement, worked effectively with disadvantaged children, and maintained…

Three areas of reform have been under national scrutiny: school reform, community services reform, and health-care reform. Few have discussed how these three areas interface and can be organized toward more effective services for children and youth. Describes organizational and planning methodology that coordinates these three reform areas into a…

Studied factors accounting for elementary school achievement. Analysis of achievement test results in language arts and mathematics in Calgary (Alberta, Canada) shows that social class variables explain up to 45% of the variation, with student-body characteristics explaining 6% to 11% and school-based variables explaining a further 3% to 6%. (SLD)

Explores the successes and trials of Oakland Community College's (OCC) effort in designing and implementing a comprehensive Institutional Effectiveness (IE) assessment model. Introduces a brief overview of IE literature followed by a comparison of previous OCC effectiveness attempts to the current process. A model of IE highlights the cyclical…

Describes the nature of school effects on academic achievement for different groups of students based on performance in selected subjects. Uses a "value added" approach, controlling for students' backgrounds. Indicates that schools that are more or less effective for one group of students are likely to be similarly effective for all…

Analyzes overall effectiveness and efficiency of Chicago public elementary schools, evaluating performance changes following fundamental school reforms of 1988-89. Some schools are effective regarding student achievement at certain points in time; others are efficient in adding value (improving disadvantaged students' performance). Some have both…

Although good will can never replace a good education, certain supporting practices may either advance or hinder the educational mission. They are the ABCs of good customer service: attitude, behavior, and communication. First impressions are vital and often indelible. The good news is that these practices do not require much time or money. (MLH)

Examines national indicator data on characteristics of schools, classrooms, and teachers that are most likely related to school quality and student learning. Highlights 13 indicators that research supports as related to school quality, grouped into areas of: (1) teacher characteristics; (2) classroom characteristics; and (3) school organizational…

Shows how architects are designing new schools to function as community centers, reflect contemporary teaching methods, address demands for technology, and meet increased standards in health and safety. (GR)

Describes how the Improving School Effectiveness Project has built on good practice in Scotland and elsewhere by using pupil questionnaires as part of the range of instruments for exploring school effectiveness and improvement. Discusses research issues concerned with measuring student attitudes in the context of school effectiveness and…

Holt presents counterevidence about what U.S. high schools do successfully and suggest where reforms should really be implemented. Morris reviews recent reform efforts, concluding that meaningful reform should address real-life issues, be integrated, and address development of the inner self. (SK)

Administrators everywhere should advocate smaller schools. Tom Sergiovanni says small size is a prerequisite for transforming schools into communities of learners. Other researchers find that small schools enhance personal relationships, are more intellectually oriented, and enhance student participation and academic performance. Administrators…

Argues that balance between assessment of learning, which is being practiced, and assessment for learning, which is not, are essential to maximize student achievement. Suggests a plan of action to actuate assessment for learning. (Contains 10 references.) (PKP)

Reviews standards and accountability initiatives since 1989, including critiques of the assumptions underlying their use and of the emphasis on standardized testing. Introduces the value-added assessment model used in Tennessee as an alternative approach. (Contains 20 references.) (SK)

Describes goals, advantages, standards, and missing components of state accountability systems. (25 references) (PKP)