Noting that 182,000 of Wisconsin's children are living below the poverty line, this report documents factors affecting the working poor of Wisconsin, combining labor market and wage data with profiles of families and their children from communities throughout the state. The report documents the surge in poverty-wage jobs in Wisconsin over the past…

"No Child Left Behind" (NCLB), the title of the federal Elementary and Secondary Education Act, describes a worthy goal for this nation. Tragically, NCLB is aggravating, not solving, the real problems that cause many children to be left behind. NCLB must be overhauled if the federal government is to make a useful contribution to…

Oriental Jewish youth in Israel and poor Black American youth must both compete for educational credentials in social situations in which power relationships are heavily weighted against their interests. Their divergent behavioral responses are related to the different world views and corresponding strategies for social advances of the two groups.…

Applies some federal legislation and court opinions relative to citizenship and constitutional rights to Native American education policies and practices, particularly those affecting the Navajo. Contends that the Bureau of Indian Affairs policy of allowing school board members to serve only as advisors abridges the constitutional rights of Native…

Because many school funding studies are seriously flawed, valid conclusions cannot be reached concerning the effects of school funding in the United States. New evidence from the National Assessment of Educational Progress and two international achievement tests shows that differences among U.S. public school districts (and states) in funding and…

Examines cultural conditions necessary for children's development in day care settings, using Bronfenbrenner's Ecology of Human Development. Considers the parental role in this context; also the relationship between educators and parents, with a view to creating culturally appropriate conditions for the developing child. Discusses policies and…

Reviews the definition and demographics of homeless students; the effects of homelessness on developmental, psychological, behavioral, and academic growth; the legal mandates regarding homeless students; and barriers to education. Recommendations for fostering success for homeless students are offered. (Author/DB)

Addresses the failure of America's systems of support for homeless families, the impact of this failure on the nature of poverty across the country, and common sense options for turning failure into success. Programs must not focus on dependence today but on education to create independence for tomorrow. (SLD)

Explores equity issues related to the funding of urban schools. Data suggest that poverty level is more closely tied to spending differences than minority status. Federal and state funding formulas have brought per-student spending in most schools close to the national average, although high-income areas continue to enjoy higher per-pupil…

The Migrant Education Program (MEP) is a federally funded program that pays designated local school systems and teachers to provide a six-week summer supplementary program for migrant children. Profiles of migrant students in Maryland and Virginia MEPs illustrate obstacles that migrant children face in completing their education. Discusses the…

Discusses the theory and practice of rural socioeconomic surveys in developing nations. Highlights the close links between choice of research topic, field area and research methods, and the ethics of field research. Offers a personal commentary on some practical problems concerning field research. (MJP)

The studies and policies of the U.S. Children's Bureau in the era of Progressive education benefited many children, but its emphasis on the middle-class family ideals and relative disinterest in poverty issues left a legacy with policy implications in today's climate of welfare reform. (SLD)

Single mothers' participation rates in Temporary Assistance for Needy Families (TANF) in rural Mississippi were influenced by community-level characteristics: educational attainment, racial composition, employment structure, civic engagement, and spatial concentration of poverty. Particularly, TANF participation rates were higher in the Delta and…

Opportunities abound for educational service agencies (ESAs) to assist rural schools districts with implementing the No Child Left Behind Act. Strategies that ESAs could pursue are presented for critical issues in the areas of school-community relationships, school roles in rural development, funding, standard setting, school size, facility…

The importance and urgency of rural education to each state was assessed using seven and nine indicators, respectively. The Mid-South Delta, central Appalachia, coastal Southeast, the north Plains, and northern New England emerged as priority rural education regions. The most important urgency indicators were teacher salaries, computer use, school…