Reports on a study of the graduates of the Sudbury Valley School, a primary and secondary school that has no learning requirements but supports students' self-directed activities. The majority of graduates went on to good colleges and good jobs. Although this could reflect their middle-class backgrounds, their futures were clearly not harmed by…

The Education Commission of the States has identified several crucial factors that ensure successful school improvement programs, including political support, pressure for improvement, belief in students' learning ability, high-quality programs, state-level implementation strategies, and adequate resources. State agencies must also promote school…

Describes the plan used by the Jackson, Mississippi, school district to improve its program. Notes that the plan focused on (1) the instructional program, (2) districtwide staff development, (3) in-depth evaluation, and (4) a community-district communications network. (FL)

Middle schools are here to stay. The overriding purpose of middle-level education continues to be that of providing programs based on the unique characteristics, needs, and interests of middle-level students. (Author/TE)

Although data for the effective schools movement was largely derived from research on elementary schools, practitioners have increasingly attempted to implement similar programs in high schools. Because of differences between elementary schools and high schools in program implementation, effectiveness criteria, and other considerations, such…

This article, taken from the Effective Schools Development in Education Act of 1984, describes the effective schools movement and sketches a representative example of an effective schools program. It also gives the aims of the proposed act and urges more research on the dynamics of school effectiveness program implementation and impact. (RDN)

Research indicates that principals who have clear goals for their schools, provide active, visible leadership, and closely monitor the school's progress in accomplishing the expected improvement, are consistently assessed as more effective, regardless of the criteria for judging. The article stresses the need to distinguish between principal style…

By focusing school schedules on teacher-directed instruction in reading and mathematics and developing a parallel-block master schedule, more efficient use can be made of classroom time without large expenditures of money or time for staff development. (DCS)

Retention of students during the elementary years has been suggested as a possible reason for future difficulties in school. Procedures should be established by the schools to prevent retentions. Decision-making criteria are offered for when retention seems to be the only alternative. (DF)

Summarizes the research on school effectiveness and identifies state policy implications followed by a discussion of current state education policies and their relationship to school effectiveness research. (MLF)

A study of the 18 "most effective" high schools in California uses analysis of questionnaires completed by administrators of the schools to identify eight recurring general factors of effectiveness. (DCS)

The president of The Carnegie Foundation for the Advancement of Teaching applauds the push for educational excellence but believes local school personnel are too rarely considered in the reform process. He suggests ways of granting teachers and principals the support and recognition they need to participate effectively in educational improvement.…

Nine steps to improving the climate of a school are (1) staff as role models, (2) highly visible principal, (3) planning, (4) ongoing assessment, (5) rewards and incentives, (6) clearly defined policy, (7) individualized instruction and high expectations, (8) balanced curriculum, and (9) parental involvement. (SK)

An analysis of ratings by 104 teachers of the instructional management behaviors of 10 elementary school principals in a district where the superintendent has implemented policies to promote instructional leadership. (MLF)

Effective education depends on cooperative efforts at all levels of schooling and a bold insistence on progressive organizational power structures. (JW)