This document is one of eight reports prepared to support the development of a new learning system, a development effort that is the first step in a major initiative undertaken by the Stupski Foundation. The Foundation endeavors to improve the life options of all students, especially underserved urban youth of color, whom we refer to as "Our…

In this article, I consider social class and reading performance, outline a non-categorical approach to reading disability, describe the reading intervention program we have developed for older low-progress readers and seek to demonstrate how students from socially disadvantaged backgrounds can, and do, make substantial progress when offered…

This article explores central elements that facilitate successful mathematics professional development in urban secondary schools through a case study of one long-term effort. The following research question guided this study: How can schools structure professional development that supports teacher learning and addresses the complex realities of…

Research Findings: Research suggests that early care and education programs are most effective when they include strong components of family involvement. The Center for the Study of Social Policy recommended that early care and education programs build family-centered practices to strengthen families and reduce the incidence of child abuse and…

Using an "at-risk" sample of African American girls, the present study examined the link between girls' retrospective reports of pubertal timing, girls' perceived relative pubertal timing, and their behavioral and emotional problems as rated by the girls themselves (N = 102; 11-17 years), as well as teachers and parents. Structural equation…

This article includes descriptions of a process used to conduct practice-based research syntheses and the manner in which synthesis findings are used to inform and evaluate early childhood intervention practices. The main focus of a practice-based research synthesis is the unbundling of an intervention practice to identify those practice…

SUGGESTIONS FOR STRATEGIES TO WIN THE WAR ON POVERTY ARE BASED ON AN UNDERSTANDING OF WHAT POVERTY IS, HOW IT IS TO BE FOUGHT, AND THE MEANING OF LOSING THE WAR. THERE HAVE BEEN MANY DEFINITIONS OF POVERTY, FOR INDIVIDUALS DIFFER IN THEIR VALUES AND THEIR IDEAS OF NEED. SUBJECTIVE ESTIMATES OF NEED DEPEND ON WHETHER THE ESTIMATOR IS RICH OR POOR,…

This document reports the 2-year Cycle II Teacher Corps program in which San Diego State College and three school districts (San Diego Unified, Santee, and Escondido) cooperated to develop dedicated teachers (with M.A. degrees) prepared to teach in disadvantaged communities. Objectives of the program are listed, including that of meeting needs of…

The introductory section of this report contains a brief narrative description of Oregon State University's Cycle II Teacher Corps program in which 29 intern teachers were prepared to work with disadvantaged children in both rural and urban areas. The 2-year Master's Degree program which is outlined includes two summers of orientation and…

Migration of the culturally disadvantaged from the South, Southwest, and Puerto Rico to urban areas in the United States has revealed that their education and culture are inadequate to cope with modern urban life. The education of disadvantaged youth, made difficult by their mobility, is further impeded by home and community life, lack of…

Dealing specifically with disadvantaged learners unique to the upper midwest, this brief final report describes the development of a series of 15 video tapes on the disadvantaged learner which emphasize the influence of subculture on the student's learning problems. The videotapes are described as consisting almost entirely of in-depth interviews…