Researcher-reformer Ronald Edmonds believes he knows why some urban schools teach poor children successfully. In this interview Edmonds elaborates on his list of the five characteristics of effective schools. (Author/JM)

Investigated impact of socio-economic status (SES) and achievement scores on job choice for 128 participants in a Labor Market Orientation Training program. Neither SES nor the program measure ("World of Work") were significant, but "Wide Range Achievement Test" gain scores did significantly impact on job choice. (Author/BRR)

A needs assessment survey was conducted with 77 teachers serving bilingual/multicultural exceptional children. A five-point Likert type scale was used to assess degree of importance teachers attached to each of 18 teacher training competencies. (SB)

Describes the use of seminar programs called convocations that offer gifted disadvantaged and culturally different students the opportunity to study scientific issues in-depth and to do creative work by proposing solutions to real problems. Related research and a pilot convocation involving sixth- and seventh-grade students are discussed.…

The collaborative effort between university researchers and a CETA sponsor aimed at "knowledge development" in employment and training services for disadvantaged out-of-school youth is described. Discussion is included concerning the feasibility of experimental evaluation for youth employment programs in a local setting. (Author/GK)

Discusses the role of schools in preparing youth, especially economically disadvantaged youth, for employment. Reviews the themes of the articles that follow in this special journal issue on educational policy for employment training. (JCD)

Efforts to determine the effectiveness of federal youth employment training programs have indicated that positive results are accompanied by persistent problems. Available from: U.S. Dept. of Agriculture, Rm. 456 GHI Bldg., Washington, D.C. 20250. (JD)

Examines the concept of "risk" in relation to its use in service delivery to children and their families and considers the various problems, theoretical and practical, attendant upon the use of such a concept. (MP)

The author reviews the need for educational intervention with disadvantaged gifted children and cites her legislative actions in support of the issue. Note: An address by the Honorable Shirley Chisholm before the National Forum on Minority Disadvantaged Gifted and Talented (May 15, 1978). (CL)

Describes study of relationship between seven specific factors and receptive language development of fourth and seventh grade culturally-different students. (JM)

Upward Bound, one of the relatively few examples of residential programs for adolescents conceptually based in developmental rather than treatment or conventional goals, is described to provide another view of child care roles and responsibilities. (MS)

Notes that attempting to teach formal mathematics to disadvantaged children, before they have mastered the four operations on whole numbers, only frustrates them and turns them off to mathematics early in their school life. (Author/AM)

Three Oaks Elementary School in Fort Myers, Florida, was the first school to adopt Core Knowledge, an articulated K-6 curriculum promoted by E.D. Hirsch, author of "Cultural Literacy: What Every American Needs to Know" (1987). Hirsch feels that emphasizing skills over knowledge unintentionally injures disadvantaged students. Program…

Recent release of "Prospects," a national evaluation of Chapter 1/Title I ($7.2 billion federal program for disadvantaged elementary-school students), has questioned effectiveness of entire program. However, 1994 Title I reauthorization allows high-poverty schools to turn their dollars into markedly better achievement by adopting…