We use rich data from the Indonesia Family Life Survey to assess the relationship between mothers' access to social capital via participation in community activities and their children's health. We exploit the advantages of longitudinal data and community fixed effects to mitigate some of the concerns about spuriousness and reverse causality that…

The Department of Education is vitally interested in whether the financial incentives provided by the grants affect student behavior. That is, will the Academic Competitiveness Grant (ACGs) induce more economically disadvantaged high school students to complete a rigorous high school program and enroll and succeed in postsecondary education? Will…

The No Child Left Behind education act mandates that school districts develop supplemental educational service programs for students not demonstrating mathematical proficiency on state standardized math assessments. Yet there is limited understanding of issues related to supplemental educational service math programs. The purpose of this…

Five years of reading comprehension data in Florida Reading First schools were analyzed to address questions regarding student improvement, reduction in the achievement gap, efficacy of site visits to schools making no achievement gains, and effects of student mobility on growth in reading comprehension. Participants were 120,000 students (about…

The history of literacy programs indicates that they are not the solution to poverty, but adult education for disadvantaged adults must be a continuing activity. (Author/AG)

In the summer of 1970 The School of Library and Information Science of the State University of New York at Albany received a grant from the United States Office of Education (Higher Education Act of 1965, Title II-B) to initiate a three-year undergraduate and graduate program leading to the Bachelor of Arts/Science degree (field of choice) and to…

The article argues that the widespread belief that child abuse and neglect are unrelated to socioeconomic class is not supported by the evidence, and that it consequently serves to divert attention from the true nature of the problem involved. (Author/DLS)

Study of adults (N=3,025) revealed significantly fewer network resources among the poor than among higher income groups. Asserts social workers must avoid addressing the problems of the poor solely through informal networks and target network interventions carefully to achieve maximum effectiveness. (Author)

Deals with incorporating community skills into the field of education using a non-formal educational framework and active participation by young people and families. (NH)

Notes that some progress has been made in teaching the socially disadvantaged to read, defines the socially disadvantaged, lists the causes of reading retardation among disadvantaged children, and suggests actions to overcome present inadequacies. Includes a pro-reaction and a con-reaction paper. Bibliography. (WB)

Examines the role played by early childhood education programs in the development of several Latin American countries. Describes and assesses current programs and offers recommendations for improving the effectiveness of these programs. (JOW)

The long-held fiction that this is a society without class distinctions, that everyone has an equal chance, helps to keep the working class from a sustained and organized effort on its own behalf. (JOW)

Argues that welfare reform policies colonize poor mothers. Using ethnographic data of a welfare-to-work educational program, analyzes how colonizing public and governmental discourses about welfare mothers infiltrate the program's educational policy and everyday practices. Asserts that welfare-to-work neither fully colonizes nor fully educates,…