An approach to organizational effectiveness in higher education developed in the United States was applied to institutions in the United Kingdom and Australia to establish a basis for policy and organizational analysis. Higher reliability was found for the United Kingdom than for Australia, apparently related to cultural differences regarding…

Suggests that college compliance with external accrediting agency policies regarding outcomes assessment will not necessarily affect the internal academic environment. Recommends that outcomes assessment be presented to faculty as a student success approach, which does not threaten academic freedom or job security. Discusses the politics of…

New analysis of data from the Second International Mathematics Study shows how large a difference really exists between the educational systems of the United States and Japan, as is usually assumed, even after controlling for curriculum. School effectiveness is a more complicated question than merely one of curriculum. (SLD)

Gifted education depends on two linkages in its program development efforts: the special education linkage and the general education linkage. A closer working relationship with general education is recommended, along with careful consideration of the curriculum reform movement, basic research on teaching and learning, and effective schools…

Using High School and Beyond data for 14,825 sophomores, the effect of school-average ability on academic outcomes was measured in the sophomore and senior years of high school and 2 years after graduation. Academic self-concept and educational aspirations mediated a negative relationship between school-average ability and academic outcomes. (TJH)

Presents results from a survey of state higher education agencies in the North Central Region regarding current requirements on assessment, the history of assessment requirements, definitions/terminology, communication of expectations, evaluation of effectiveness of the requirements, and state and accrediting agency cooperation. (DMM)

Explores why women's colleges, and the education provided by them, are different than coeducational settings. The article explains how women's colleges provide students with value and respect and give them a sense of ownership. It also discusses why women's colleges excel at preparing students for the future. (GLR)

Reviews the Carnegie Council on Adolescent Development Task Force Report (1989) "Turning Points" and looks at some successful middle school programs. Some issues discussed are diversity; self-deveelopment and self-definition; student participation; school and community; social interaction; school climate; and curriculum and instruction.…

The articles of this special issue represent a compilation and extension of reports concerning work in Oregon for nearly two decades, providing the first extended treatment of that work in one publication. They establish the importance of looking at what teachers and schools accomplish, rather than what they do. (SLD)

Presents results of a study on extremely effective and ineffective elementary schools in the Netherlands involving 124 schools with high proportions of ethnic minority students. Findings show that schools with a high percentage of ethnic minority students are not necessarily ineffective. In the most effective schools, teachers spent more time on…

A Sacramento district developed a strategic plan designed to promote responsibility and lift people up. At least 9 out of 10 students must meet rigorous performance standards by 2001. Accountability is embedded in good instruction, curriculum alignment, instructional materials, staff development, and core beliefs and trust. (MLH)

Well-disciplined schools make appropriate school discipline a part of every curriculum, program, and practice. Key organizational variables include staff and community involvement, sensitivity to students' racial and socioeconomic concerns, and effective intervention strategies, such as the anger-management seminars, awareness discussion groups,…

Examines the effectiveness of recognition and reward programs in holding schools accountable for the academic performance, various ways of measuring student academic performance, and the effects of incentive systems on teacher morale. Issues related to evaluating recognition and reward programs and questions related to how incentive programs can…

A nationwide study of 205 K-12 unit schools found above-average test scores, postsecondary attendance, and high school completion rates. Both satellite and Internet systems were used in two-fifths of these schools. Single-school districts spent more per pupil on unit schools, employed more cooperative strategies, and were more fiscally…

In the past, different governance structures and assessment standards separated community college and K-12 systems and impaired the effectiveness of the education systems. This document examines emerging local, state, and federal policies and practices that are opening the way to successful collaborations between educational sectors. (Contains 13…