Suggests strategies for teaching English as a second language to non-English speaking students in small schools and warns of possible cultural differences which may lead to misunderstandings. (MH)

Research contrasting special class placement, partial mainstreaming, and complete mainstreaming of students with mild academic handicaps is critically reviewed. Also reviewed is recent research on programs designed to improve the outcomes of mainstreaming, particularly programs directed at diminishing the rejection of students with mild academic…

A conceptual model for school-based personality assessment, methods to integrate behavioral and projective assessment procedures, and issues surrounding the use of projective tests are presented. Ways to maximize the personality assessment process for use in placement and programing decisions are suggested. (Author/DWH)

Multiple-choice reading comprehension items from a conventional, norm-referenced reading comprehension test were successfully analyzed using a simple latent class model. Results support the use of latent class, state mastery models with more heterogenous item pools than has been previously advocated. (Author/PN)

Reasons for the increasing emphasis on including an adaptive behavior evaluation when assessing children considered mildly mentally retarded are reviewed. The relationship between measures of adaptive behavior and intellectual ability and the issue of declassification are discussed. The educational relevance of adaptive behavior for nonbiased…

Argues that colleges can use Verbal SAT scores to place freshmen in reading courses when comprehension measures are not available. (HOD)

Data from 44 studies were mathematically integrated to determine the effect of grade-level retention on elementary and/or junior high school pupils. Grand means and effect sizes of dependent variable measures, including academic achievement and personal adjustment, were calculated. Outcomes for promoted pupils were more positive than for retained…

The responses of 205 regular classroom teaches to the Rucker-Gable Educational Programming Scale were factor analyzed. Results indicated that the instrument measures four dimensions, accounting for only 42 percent of the total variance. Estimates of internal consistency for the scores and subscores were also modest. (Author/BW)

Teacher-selected test level resulted in: (1) most Educable Mentally Retarded students tested responding above chance levels on all subtests of the Metropolitan Achievement Test, (2) reliability coefficients comparable to those of the standardization sample, and (3) moderate to high positive point-biserial correlations for all subtest-level…

The "Summary of Key Operating Statistics" is an informative document which includes the most recent statistics derived from the Annual Institutional Report submitted to the Accrediting Council of Independent Colleges and Schools (ACICS) annually by accredited members. It presents data on educational outcomes and operations, enrollments, retention…

This new addition to the American Association of Collegiate Registrars and Admissions Officers (AACRAO) library of international publications is a guide for United States admissions officers to the structure and content of the education system of Australia together with a formal set of placement recommendations based upon the author's research.…

This book is just what many educators have been looking for: (1) A product that provides teachers with practical and sensible solutions for students' problems with inattention, hyperactivity, and impulsivity; (2) A resource for teachers, behavior specialists, psychologists, counselors, and administrators who must document interventions; (3) A tool…

This is the fourth annual High School Report on placement, performance, and persistence of new 16 to 19 year-old high school graduates at the City College of San Francisco (CCSF) (California). The current report focuses solely on high school graduates at CCSF during the fall 2001 and spring 2002 semesters. Students attending CCSF who did not…

This policy brief examines issues associated with accurately collecting and reporting placement data for students with disabilities. It notes that existing federal reporting requirements under the Individuals with Disabilities Education Act and traditional state data systems may actually impede the collection of accurate data regarding the…

This report discusses the findings of a study that investigated whether the New York State Education Department's Office of Vocational and Educational Services for Individuals with Disabilities (VESID) has improved its oversight of special education by implementing a system for evaluating the performance of special education programs, and whether…