An examination of case records and special educational placement decisions for 40 children found that very few children were mainstreamed and that other than the child's ability and/or learning/behavioral characteristics were strongly implicated in special educational decisions. (Author/CL)

The author raises issues concerned with the appropriateness of mainstreaming for educable mentally retarded students, including students mainstreamed, reasons (academic and social) for such placement, duration in mainstream settings, and daily experiences of mainstreaming. The need to redirect energy from where to how children are educated is…

School psychology graduate trainees, special education trainees, school psychology practitioners, and special education practitioners (total N=80) independently rated 16 pieces of diagnostic data on importance in determining special educational placement. Results indicated that classroom observation, assessments of expressive and receptive…

Advanced Placement (AP) courses, although varying widely from school to school, are college-level work offered to secondary students to prepare them for AP examinations. AP courses provide appropriate content and pacing for students, including gifted and talented students, and can ease the transition from high school to college. (CL)

Discrimination analyses indicated that the subtests chosen for hypothesized age-related deficits classified from 77 percent to 89 percent of the cases as compared with the school district's selection. (Author)

The authors suggest the need for conceptual shifts in the identification and definition of gifted children. They foresee a change toward broadened assessment of cognitive and affective development. Among recommended service options are advance placement classes, early admission, curricular comprehension, work study programs, and supervised…

The reintegration of handicapped students into mainstreamed classes is discussed. (Author/PHR)

Practitioners working closely with second language (L2) writers in the US recognize at least two types of L2 students: international (IL2) and Generation 1.5 (G1.5) students. Some argue that specific differences in each group's writing performance are evident (cf. Harklau, 2003; Reid, 2006); however, investigations into observable and measurable…

The CEPA-English test is used for achievement, selection, and placement purposes. Since this test has heavily influences student's academic futures, it is imperative to ensure that the test functions as intended and provides meaningful results. Therefore, the purpose of this study was to examine the technical quality of the CEPA-English test in…

Problems facing African American students with special needs are numerous and complex. Although processes and procedures are in place to properly serve these students, far too many become ensnared in webs of bureaucracy and benign neglect. This article examines African American students? experiences with special education in Milwaukee Public…

Accurate prediction of early childhood reading performance could help identify at-risk students, aid in the development of evidence-based intervention strategies, and further our theoretical understanding of reading development. This study assessed the validity of the Developmental Indicator for the Assessment of Learning (DIAL) language-based…

This paper reports on how ten school districts and a state university system address a state-funded college readiness program for high school student achievement in mathematics and English. It addresses in qualitative and quantitative detail: (a) the school-university partnership designed to decrease the number of high school students that require…

The U.S. District of Columbia's Federal Circuit Court decision in "Hobson v. Hanson" (1967) case eliminated racial discriminatory tracking practices in the nation's capitol's public schools. The court ruled that D.C. Public Schools' tracking violated African American and low income students' rights to equal opportunities to education…

To be effective sites for enacting WAC change, writing fellows programs, like WAC itself, must be attuned to institutional realities, adapting goals and practices accordingly. To illustrate what being "attuned" has meant to the program she directs, the author describes five writing fellow placements, each motivated by the sometimes…